A video worth watching:
http://www.teachers.tv/video/5082
Tuesday 9 December 2008
Tuesday 11 November 2008
Last session of Keeping your English Alive
Friday 14 November – Creative Writing for you
Writing creatively is an excellent way to expand and develop our language and a means of expressing ourselves. In this session we will practice a variety of great ideas you can use for your own pleasure or in class.
To confirm your attendance
send me an e-mail lauraszmuch@gmail.com
Writing creatively is an excellent way to expand and develop our language and a means of expressing ourselves. In this session we will practice a variety of great ideas you can use for your own pleasure or in class.
To confirm your attendance
send me an e-mail lauraszmuch@gmail.com
Monday 13 October 2008
The rights of the reader
This poster, based on a manifesto by French writer and teacher Daniel Pennac, has been a very popular talking point among educators and librarians around the world.
Josh Lacey in his review for the Guardian Books Review explains how Pennac describes the process of wanting to read and the reasons that we read or don’t choose to read. The main point Pennac makes is that people read because they want to and because it gives them pleasure. There are ways, he suggests, of coaxing people into reading as he has done with reluctant adolescent students. Among the techniques he uses is to read aloud to them to seduce them into the story and also to choose books that are not on the syllabus.
If you think there is something familiar about the poster, Quentin Blake illustrated the Roald Dahl books.
Reviews: http://www.guardian.co.uk/books/2006/oct/28/featuresreviews.guardianreview28
http://www.bostonbibliophile.com/2008/09/review-rights-of-reader-by-daniel.html
Tuesday 30 September 2008
Keeping your English Alive for teachers!
5th session!!
6 sessions of language discovery and practice held in small groups and designed to give you lots of opportunities to use and develop your English in a fun way.
Fridays 18.30 – 20.30
Versailles, Capital Federal
Friday 10 October – Absolutely, positively postmodern!
What are the clichés and set phrases that native speakers are using these days? Do we know what they actually mean? How do they help conversation flow?
For more information or enrolment please contact lauraszmuch@gmail.com
6 sessions of language discovery and practice held in small groups and designed to give you lots of opportunities to use and develop your English in a fun way.
Fridays 18.30 – 20.30
Versailles, Capital Federal
Friday 10 October – Absolutely, positively postmodern!
What are the clichés and set phrases that native speakers are using these days? Do we know what they actually mean? How do they help conversation flow?
For more information or enrolment please contact lauraszmuch@gmail.com
Thursday 18 September 2008
Teacher`s Day and what it means to be a teacher
In Argentina it is customary to set aside days to remember and celebrate certain people or professions. We have the universally recognised Mother's Day and Father's Day and there are days for secretaries, newspaper vendors, architects, journalists, students and the different levels of teachers and lecturers. Apart from giving us an excuse to bring a cake to class or to receive presents, and also the possibility of having a holiday, teachers often email each other to wish their colleagues a happy day - all of which is a great display of solidarity. But in a year in which the profile of teachers has been more present than ever in the media due to acts of aggression against them in Argentine schools and strikes for higher wages and better conditions, do we really stop to reflect on what being a teacher means and implies?
Even if the practical steps to help teachers in their work are not always forthcoming, there is little doubt that in the world, teaching is still regarded as a respected profession and there is a recognition of how important a role teachers play in society. We know that this may not translate readily into the sort of support and remuneration that many teachers would like, but the acknowledgement of the job teachers do, at least exists.
While we may not be able to immediately shape the thinking of others as to our role in today’s society, we can clarify our own perception of our work. How many of us as teachers are fully clear as to our importance? Apart from teaching the subject we do, do we remember that we are also teaching by our sheer presence in the classroom, through our behaviour, the model of a person we display in what we say, think and do in front of our ‘audience’?
Teaching is a very public profession. We have many eyes on us constantly. It is a profession which demands responsibility and commitment. We teachers are a significant part of our students’ lives simply by being present and are very often instrumental in their future development.
Therefore, to do our job effectively, it is not only important to know our subject area, to be able to communicate well and to be able to create the conditions for learning in our students, but also to be human beings who act with thoughtfulness, discernment and from the basis of positive moral values.
Then, we can feel that we are working to be the best teacher that we can and celebrate that fact. Then, we have the criteria to show the rest of society that who we are and what we are doing deserves a high degree of recognition. Then we know that we are living up to the faith and trust placed in us.
When we do our job in this way, which any professional should do, we get the rewards and gratitude that we have no doubt been receiving in the last few days. We also provide the foundation upon which the merit of our work can be evaluated and, if necessary, revalued.
Even if the practical steps to help teachers in their work are not always forthcoming, there is little doubt that in the world, teaching is still regarded as a respected profession and there is a recognition of how important a role teachers play in society. We know that this may not translate readily into the sort of support and remuneration that many teachers would like, but the acknowledgement of the job teachers do, at least exists.
While we may not be able to immediately shape the thinking of others as to our role in today’s society, we can clarify our own perception of our work. How many of us as teachers are fully clear as to our importance? Apart from teaching the subject we do, do we remember that we are also teaching by our sheer presence in the classroom, through our behaviour, the model of a person we display in what we say, think and do in front of our ‘audience’?
Teaching is a very public profession. We have many eyes on us constantly. It is a profession which demands responsibility and commitment. We teachers are a significant part of our students’ lives simply by being present and are very often instrumental in their future development.
Therefore, to do our job effectively, it is not only important to know our subject area, to be able to communicate well and to be able to create the conditions for learning in our students, but also to be human beings who act with thoughtfulness, discernment and from the basis of positive moral values.
Then, we can feel that we are working to be the best teacher that we can and celebrate that fact. Then, we have the criteria to show the rest of society that who we are and what we are doing deserves a high degree of recognition. Then we know that we are living up to the faith and trust placed in us.
When we do our job in this way, which any professional should do, we get the rewards and gratitude that we have no doubt been receiving in the last few days. We also provide the foundation upon which the merit of our work can be evaluated and, if necessary, revalued.
Tuesday 16 September 2008
Thursday 11 September 2008
Books on NLP- part 1
Books on NLP – part one
In one of our plenaries at the Conference, we listed a number of books written on the application of NLP to educational contexts or books which have had an influence on the classroom. Unfortunately for us in
Some books are available from the author directly (Michael Grinder http://www.michaelgrinder.com/ , Jane Revell http://www.janerevell.com/jane/books.shtml ) and may be more difficult to obtain elsewhere. In this case, dealing with them directly is the best option.
And what about translations? So far, mainly books about NLP generally or their use in business contexts have been translated into Spanish and those bookstores that specialise in self-help books are likely to have a good selection or be able to get hold of them.
Now, an increasing number of texts are being written by Spanish speakers as well and are highly recommendable. As yet, not so many tackle education directly but this will surely change over the next few years.
In this series, we will mention some of the more important NLP books….
One author that is readily translated into Spanish and may also be available in some places in English is Joseph O'Connor.
He and John Seymour wrote Introducing NLP, (available in translation) which gives a good overview of the topic. His more recent books An Introduction to NLP with Ian McDermott and NLP Workbook also give a good basis to NLP. Among other books by this prolific author are Training with NLP, Leading with NLP and The Art of Systems Thinking.
Jazmin Sambrano is a Venezuelan author who has books based on NLP like Superaprendizaje and PNL para todos and El placer de Aprender a Aprender. Her books are available in
Ten Years of NLP and working with teachers
Ten years of NLP and working with teachers
So, what have we been doing for the last ten years in
Those of you who have followed us over the years will know that we have been working with many different aspects of teachers work, helping them to become more efficient, creative and successful both in their personal and professional lives.
Apart from teaching the basics of NLP at Practitioner and Master Practitioner level, we have given many talks on workshops both nationally and internationally on topics such as: managing change, really listening, the map is not the territory, being a successful coordinator, leading with values, the help of a coach, time management, creativity, learning styles, motivation, beliefs, reaching all our students and many, many others, a list of which can be found on our website www.resourcefulteaching.com.ar
We have also run courses on presentation skills, language using techniques of NLP and other wonderful topics related to personal and professional growth, always ensuring that those attending have acquired abilities beyond mere information.
When we celebrated our tenth anniversary, and in fact, this is a whole year of celebration, we had meetings with lots of our students and former students and we evaluated the ways NLP had helped them to improve and develop both their teaching and presenting skills and their skills of coordinating.
NLP offers both information and deep learning, learning in the muscle, and we do that by working not only with recipes for success, but also with the inner landscape of our minds.
What do we do in our minds to be able to take action in this way or in another?
The most important technique and objective in NLP is that of Modelling, which is learning from those who do things well, with a high level of excellence. In many cases our students have directly modelled the skills of another person so as to be able to achieve their dreams and get what had previously seemed unobtainable.
We are always delighted to get your feedback as regards HOW you put these ideas into practice. It is very rewarding and motivating for us to hear that such and such tip or topic we dealt with, we don't know how many years ago, triggered a very positive change in your careers and life… when someone tells us, "Oh, after that session I decided to open my own institute", or "I decided to go back to University", or "I noticed what I had to do to make my institute grow" we feel we have done a good job.
We are not interested in telling people WHAT to do, but in showing a different perspective, another way to see a situation, and in this way helping them find how to do something differently and get the results they want.
NLP works with the deep structure and the surface structure at the same time.
What do we mean by this?
The N of Neuro makes sure the information gets both to the right and to the left hemisphere of your brain, that it is processed multisensorily, therefore we pay a lot of attention to how we use our senses.
The L of linguistic is connected with both verbal and non-verbal language, with conscious and non- conscious messages that we might be sending without realizing.
And the P of Programming refers to the habits, routines, assumptions, and beliefs that drive our behaviour. The software of our minds.
You already know that if we know ourselves better we have more chances to communicate with others more efficiently, achieve our goals and make a contribution to the world.
If you have started learning NLP already, you know what we are talking about. And we say "started", because the wonderful thing about it is that we never stop learning.
If this is your first approach, or one of your first encounters with NLP, one of the things you are going to love about it is that things become easier, clearer, and we get wonderful results pretty fast.
And, as we have said before, it is not a question of just reading or listening to us. It is a question of putting things into practice, "living" the knowledge.
The sooner you start, the easier it becomes. The sooner you see results.
People who have already decided to take the reins of their own growth, both in their personal and their professional lives, are a fantastic example that shows us that everything is possible if we take the appropriate steps to achieve it.
© Resourceful Teaching 2008
Wednesday 13 August 2008
Watching the Olympics...
Watching the Olympics as a Spiritual Practice
By Frederic and Mary Ann Brussat
from www.spiritualityandpractice.com
August 8, 2008: The Olympic Games are underway in Beijing, China. Millions from around the world will watch the televised events in 34 sports, cheering for the winners from their living rooms. Rather than focusing on the competition itself, we'll be remembering the values promulgated in 1903 by Baron Pierre de Coubertin (1863 -1937), founder of the modern Games: "The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well."
To honor dimensions of the Olympics beyond the competition itself, we've come up with some spiritual practices based on the Alphabet of Spiritual Literacy.
Here are some ways to make watching the Olympics into a spiritual practice.
• Pay attention to all the small details of an event including the efforts of the athletes to get ready or to calm down, the noise of the crowd, the environmental factors, and whatever else that you notice.
• Savor the beauty of exceptional speed, rhythm, balance, or strength. As former basketball star Bill Russell put it: "My own view is that athletics is an art form. As a fan I watch in the same way that I imagine an art connoisseur studies a painting."
• Be present as you watch each event. Realize that you are meant to be watching at this very moment. Don't multitask. Don't allow yourself to be distracted.
• Notice the connections between what is happening at the Games and what has happened or is happening in your own life. Have you ever participated in an athletic competition? Recall how you felt. Have you felt the thrill of victory or the agony of defeat in sports or outside of them? When and where? • Show your enthusiasm for the athletes' quests for excellence. Notice how the crowds in Beijing react to the events and act as if you were there in person.
• Notice all the expressions of gratitude at the games. When you hear an athlete thanking a coach or a team member, do the same for someone who has had an influence upon your life.
• Practice hospitality to all the athletes from the different countries. Try to learn a little about where some of your favorites come from.
• Make a conscious effort to be joyful for all the participants and not just for those from your country.
• Keep a diary or journal close at hand to record moments of meaning, especially honest expressions of surprise or disappointment. Notice which of your own emotions come to the fore as you watch the Games.
• A large part of the pleasure of sports is observing the athletes' enjoyment of play. Let them re-introduce you to this childlike state of being as you watch the Games.
• Regard these well-trained athletes as spiritual teachers who are exemplars of perseverance, discipline, and regular exercise. Make a commitment to care for your body during and after the Games.
• Notice and cherish the unity that is essential to teamwork in certain events. Call or write someone on your "team" and express your appreciation for your special relationship.
• Tune in to those events which most arouse you sense of wonder. What is it about them that brings about this response?
• Remember that for most participants, the Olympic Games are bigger than other sports events. Still, no matter how well each athlete has trained, anything can happen and the smallest detail can make all the difference. Respect the X factor mystery.
• Find a way to honor the yearning that has brought these men and women to the Olympic Games. Try to imagine the dreams which have been part of their everyday activities up to this moment. Dream big yourself.
• The spiritual practice of zeal means to be fully aroused by life. Irenaeus stated: "The glory of God is the human person fully alive." Keep track of those athletes who demonstrate this quality and write about them in your journal or diary. Then reflect upon what makes you feel fully alive and engage in it during the day.
By Frederic and Mary Ann Brussat
from www.spiritualityandpractice.com
August 8, 2008: The Olympic Games are underway in Beijing, China. Millions from around the world will watch the televised events in 34 sports, cheering for the winners from their living rooms. Rather than focusing on the competition itself, we'll be remembering the values promulgated in 1903 by Baron Pierre de Coubertin (1863 -1937), founder of the modern Games: "The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well."
To honor dimensions of the Olympics beyond the competition itself, we've come up with some spiritual practices based on the Alphabet of Spiritual Literacy.
Here are some ways to make watching the Olympics into a spiritual practice.
• Pay attention to all the small details of an event including the efforts of the athletes to get ready or to calm down, the noise of the crowd, the environmental factors, and whatever else that you notice.
• Savor the beauty of exceptional speed, rhythm, balance, or strength. As former basketball star Bill Russell put it: "My own view is that athletics is an art form. As a fan I watch in the same way that I imagine an art connoisseur studies a painting."
• Be present as you watch each event. Realize that you are meant to be watching at this very moment. Don't multitask. Don't allow yourself to be distracted.
• Notice the connections between what is happening at the Games and what has happened or is happening in your own life. Have you ever participated in an athletic competition? Recall how you felt. Have you felt the thrill of victory or the agony of defeat in sports or outside of them? When and where? • Show your enthusiasm for the athletes' quests for excellence. Notice how the crowds in Beijing react to the events and act as if you were there in person.
• Notice all the expressions of gratitude at the games. When you hear an athlete thanking a coach or a team member, do the same for someone who has had an influence upon your life.
• Practice hospitality to all the athletes from the different countries. Try to learn a little about where some of your favorites come from.
• Make a conscious effort to be joyful for all the participants and not just for those from your country.
• Keep a diary or journal close at hand to record moments of meaning, especially honest expressions of surprise or disappointment. Notice which of your own emotions come to the fore as you watch the Games.
• A large part of the pleasure of sports is observing the athletes' enjoyment of play. Let them re-introduce you to this childlike state of being as you watch the Games.
• Regard these well-trained athletes as spiritual teachers who are exemplars of perseverance, discipline, and regular exercise. Make a commitment to care for your body during and after the Games.
• Notice and cherish the unity that is essential to teamwork in certain events. Call or write someone on your "team" and express your appreciation for your special relationship.
• Tune in to those events which most arouse you sense of wonder. What is it about them that brings about this response?
• Remember that for most participants, the Olympic Games are bigger than other sports events. Still, no matter how well each athlete has trained, anything can happen and the smallest detail can make all the difference. Respect the X factor mystery.
• Find a way to honor the yearning that has brought these men and women to the Olympic Games. Try to imagine the dreams which have been part of their everyday activities up to this moment. Dream big yourself.
• The spiritual practice of zeal means to be fully aroused by life. Irenaeus stated: "The glory of God is the human person fully alive." Keep track of those athletes who demonstrate this quality and write about them in your journal or diary. Then reflect upon what makes you feel fully alive and engage in it during the day.
Sunday 1 June 2008
Updated RT Conference speaker list
FIRST LATINAMERICAN BILINGUAL CONFERENCE OF NEUROLINGUISTIC PROGRAMMING IN EDUCATION
AUGUST 8-9 2008
Instituto Santa Ana y San Joaquín
AUGUST 8-9 2008
Instituto Santa Ana y San Joaquín
Olazábal 1440
Belgrano
Buenos Aires
Sessions in English
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
Gladys Contrafatto - NLP and Cooperative Learning
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
Natalia Haller - I believe in learning adults!
Matilde Machiavello - Multisensory stories
María Teresa Manteo - Art, Cognition and NLP
Gabriela Properzi - Class Management
Patricia Ribot, Ana María Cerdá - NLP and exam preparation?
Lilly Spillman - Metaphors: The Resources Are Within Us
And just added…..
Patricia Brisindi - In-Company Teaching
Gonzalo J. Camp and Pablo Scoponi – "I know all about VAK… Now, what?"
Sessions in English
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
In this workshop I intend to share with my colleagues my experience in teaching English to executives in companies using NLP. I will explain how I use NLP for teaching English and
how I use readings from NLP authors to help students develop as professionals and as human beings.
Gladys Contrafatto - NLP and Cooperative Learning
I would like to share my experience in the use of COOPERATIVE LEARNING in the classroom because I have discovered that NLP is highly present in this methodology.
I believe that by means of Cooperative learning we prepare students for a world that increasingly demands highly developed social skills to deal with greater economic and social interdependence. To succeed, students must learn to communicate and work well with others within a full range of social situations, how to value differences and to become aware of how the use of language makes sense of their experience and how they communicate that experience to others.
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
This talk is for teachers and coordinators interested in their own personal and professional development. It will open channels to understand themselves and the people they are working with and for. NLP presuppositions, the VAK, NLP models and techniques such as Life levels, Timelines and Perceptual positions are present in Circle Time depending on its aim. We also include stories, metaphors and songs to bridge gaps between the heart and the mind.
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
Gladys Contrafatto - NLP and Cooperative Learning
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
Natalia Haller - I believe in learning adults!
Matilde Machiavello - Multisensory stories
María Teresa Manteo - Art, Cognition and NLP
Gabriela Properzi - Class Management
Patricia Ribot, Ana María Cerdá - NLP and exam preparation?
Lilly Spillman - Metaphors: The Resources Are Within Us
And just added…..
Patricia Brisindi - In-Company Teaching
Gonzalo J. Camp and Pablo Scoponi – "I know all about VAK… Now, what?"
Sessions in English
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
In this workshop I intend to share with my colleagues my experience in teaching English to executives in companies using NLP. I will explain how I use NLP for teaching English and
how I use readings from NLP authors to help students develop as professionals and as human beings.
Gladys Contrafatto - NLP and Cooperative Learning
I would like to share my experience in the use of COOPERATIVE LEARNING in the classroom because I have discovered that NLP is highly present in this methodology.
I believe that by means of Cooperative learning we prepare students for a world that increasingly demands highly developed social skills to deal with greater economic and social interdependence. To succeed, students must learn to communicate and work well with others within a full range of social situations, how to value differences and to become aware of how the use of language makes sense of their experience and how they communicate that experience to others.
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
This talk is for teachers and coordinators interested in their own personal and professional development. It will open channels to understand themselves and the people they are working with and for. NLP presuppositions, the VAK, NLP models and techniques such as Life levels, Timelines and Perceptual positions are present in Circle Time depending on its aim. We also include stories, metaphors and songs to bridge gaps between the heart and the mind.
Natalia Haller - I believe in learning adults!
You've got the class planned, the materials and everything set for your grown up students... now, what's ON YOUR MIND? Do you really believe adults can learn or are you a little suspicious?????? In this workshop we'll look into why our beliefs as teachers do have a great impact on learners.
Matilde Machiavello - Multisensory stories
It is my aim to present some of the tools NLP offers to those who have never heard or experienced them, as well as to illustrate through the experience, the range of possibilities to improve communication among students, teachers and peers. By means of stories told, heard, created and recreated, the participants will get a deep insight into the basic NLP presuppositions that will surely open a window through which they will be able to perceive a brand new perspective, and encourage them to move onto their own path of discovery.
María Teresa Manteo - Art, Cognition and NLP
Through art- whatever shape it takes- we can activate abstract thinking skills such as questioning, connecting and synthesis. On the other hand, art offers attractive pathways to engage children in sensory rich contexts, where imagination and ideas run freely facilitating the flow of cognitive quests. NLP is the bridge between these two worlds. Careful messages prepare the mind and the soul to indulge in processes that trigger associations and allow ideas to germinate. Finding the right words to show the way is an art in itself - and this presentation will attempt to explore the kaleidoscope where ideas, color and sound meld to help create mosaics of thought in empowering circles of cognition.
Gabriela Properzi - Class Management
In the workshop I will refer to Classroom Management, the steps a teacher can follow to make the students' profile and integrate contents and learning in a learner centered approach. NLP tools and principles will be used to work more effectively.
Patricia Ribot, Ana María Cerdá - NLP and exam preparation?
This presentation aims at sharing with other teachers of English where, when and how to use some NLP strategies and techniques with those students who have decided to sit for a Cambridge Exam and are willing to be relaxed, confident and fluent in the Speaking Paper.
Lilly Spillman - Metaphors: The Resources Are Within Us
The rich vocabulary used in Pablo Neruda’s Ode to the Sea is by all means appealing to the listener’s representational styles: Visual, Auditory and Kinesthetic. Going through its symbolic language, the participants will explore how Metaphors work at all sorts of levels and can be used in a most beneficial way both inside and outside the language classroom.
Patricia Brisindi - In-Company Teaching
NLP gives us all the necessary resources for pre-course evaluation of adults, as well as the tools to make the learning experience effective and meaningful, thus relieving the teacher of the burden to follow a certain type of methodology and feeling like a "sinner" when they try to innovate or rather use an older method. The students who learn under these beliefs, get to know themselves better and therefore ask for what they need.
Gonzalo J. Camp and Pablo Scoponi – "I know all about VAK… Now, what?"
In this workshop, we will deal with ways of adapting activities to cater for VAK in your classrooms. How often do you deviate from the course book? Why? Why not? Come and learn creative and memorable activities that will help you enhance your teaching in order to reach all your students' needs.
Presentaciones en castellano
Lucila Barbero de Bermúdez - Posiciones Preceptuales: "Ponerse en el lugar del otro"
Graciela Daglio, Belén González – van a hablar sobre el aprendizaje y las neurociencias
Marisa D'Alessandro - Cambia la forma de ver las cosas y cambiarás las cosas que ves
Rosana M. Fernández Coto - Desarrollando la respons-habilidad emocional
Amalia Maine - Aquí y Ahora - La Celebración de una decisión.
Graciela Marchetti, Gustavo Paz - Creencias Limitantes: ¿Victimas o Protagonistas de nuestra vida?
Maria Herminia Cacheiro - “La Princesa que creía en los cuentos de hadas”: Cómo las creencias modelan las expectativas y potencian o limitan las capacidades y comportamientos. (Un enfoque desde la Programación Neuro-Lingüística)
Y nuevas agregadas….
Elsa Bengardino - Líneas de tiempo: cómo vernos a futuro haciendo algo que hoy creemos imposible
Raquel Guterman - El docente, un líder de equipos en el aula.
Presentaciones en castellano
Lucila Barbero de Bermúdez - Posiciones Preceptuales: "Ponerse en el lugar del otro"
Muchas veces escuchamos decir esa frase, pero ¿qué significa realmente? En este taller vamos a conocer las distintas posiciones desde las cuales podemos percibir los hechos, y entender como cambian los significados de la comunicación cada vez que variamos el lugar en el que nos ubicamos.
Graciela Daglio, Belén González – van a hablar sobre el aprendizaje y las neurociencias
La neurociencias nos están informando sobre el modo en que el cerebro aprende naturalmente y socializar estos resultados nos puede orientar a tomar mejores decisiones en el aula, creando las condiciones para una enseñanza balanceada, variada, apelando a los distintos estilos de aprendizaje de nuestros alumnos, contextualizada, vivencial, inclusiva, donde todas las funciones de ambos hemisferios cerebrales se despierten y aceleren con el aprendizaje.
Las recientes investigaciones y resultados de las neurociencias relacionadas al modo en que aprendemos mejor y la PNL nos ofrecen prácticas estrategias para incrementar la motivación, atención, recuerdo, comprensión y significación.
Este taller aborda el proceso de aprendizaje a través de un conjunto de principios que reconocen como opera y como aprendemos más eficientemente y sugiere estrategias que nos orienten a tomar mejores decisiones sobre el proceso de aprendizaje y enseñanza.
Marisa D'Alessandro - Cambia la forma de ver las cosas y cambiarás las cosas que ves
¿Lo que vemos, lo que sentimos, lo que escuchamos, todo cuanto nos rodea es igual para todos? ¿Qué sucede cuando observamos la misma realidad desde diferentes ángulos? ¿Somos capaces de reconocer que puede haber otros puntos de vista? Si ampliamos el marco de nuestra mirada cambia la perspectiva de la misma. El reencuadre nos da la posibilidad de corrernos unos pasos y llegar a entender mejor a ese alumno imposible, a esos padres imcomprensibles, a esos compañeros tan cerrados, a esos directivos tan testarudos y , por qué no, a nosotros mismos...
Ya lo dijo Marcel Proust hace tiempo "no es cuestión de cambiar el paisaje, sino de mirarlo con otros ojos"...
Rosana M. Fernández Coto - Desarrollando la respons-habilidad emocional
Según Daniel Goleman, el autor del libro La inteligencia emocional, todas nuestras inteligencias y habilidades son amorales (neutras), lo que significa que las podemos poner al servicio de propósitos destructivos o constructivos, según nuestro grado de alfabetismo emocional. Nuestro cociente emocional es el que determina qué uso le damos a nuestras otras inteligencias.
¿Cuántas veces vemos gente con un alto C.I. y que, sin embargo, fracasa en su vida profesional y personal? Más aún, ¿Cuántas veces vemos personas inteligentes reaccionando de forma agresiva y destructiva?
El alfabetismo emocional nos permite manejar nuestras inteligencias en forma positiva lo que nos lleva no sólo al logro de la felicidad individual (mediante el autoconocimiento y la posibilidad de resistir impulsos emocionales) sino también a contribuir al bienestar general ya que desarrolla las competencias sociales como la empatía, y la influencia social.
Amalia Maine - Aquí y Ahora - La Celebración de una decisión.
Un taller donde los participantes exploran conceptos sobre el tiempo cronológico y sus percepciones; toman conciencia del momento presente como único e irrepetible desde el cual se pueden tomar decisiones acerca de cómo vivirlo (en la temporalidad desde la intemporalidad.)
Como seres humanos que desarrollan diferentes roles en diferentes lugares, por momentos, podemos percibir que el tiempo es insuficiente.
Como educadores involucrados en el proceso de formación de nuestros alumnos, por momentos, podemos sentir que la falta de tiempo es un obstáculo para concretar los objetivos planteados.
Con el advenimiento de la Programación Neurolingüística, la auto-observación y el auto-conocimiento que surgen de la presencia testigo toman dimensiones de significativa importancia. Nos permiten “adueñarnos” del momento presente. Así, cuerpo y mente, más conscientes y congruentes, nos invitan a vivir el Aquí y Ahora de la mejor manera posible.
Graciela Marchetti, Gustavo Paz - Creencias Limitantes: ¿Victimas o Protagonistas de nuestra vida?
Cuando pensamos que no tenemos ninguna influencia sobre el resultado de nuestras acciones y que solo dependen de los demás nos convertimos en victimas de nuestro propio destino. Esta manera de actuar nos impide tomar las riendas de nuestras conductas y convertirnos en protagonistas de nuestra propia vida.
El objetivo de este taller es demostrar que esta manera de pensar incluye creencias limitantes o ideas que tomamos como verdad para emplearlas como base para nuestras acciones diarias. El ser capaces de reconocer las creencias limitantes que utilizamos nos permite cambiarlas por creencias facilitadoras que nos ayudan a llegar a nuestras metas o lograr nuestros objetivos.
Maria Herminia Cacheiro - “La Princesa que creía en los cuentos de hadas”: Cómo las creencias modelan las expectativas y potencian o limitan las capacidades y comportamientos. (Un enfoque desde la Programación Neuro-Lingüística)
El entorno escolar es campo fértil para el crecimiento de creencias potenciadoras en el niño y una de las creencias potenciadoras más necesarias para todas las personas, especialmente en el ámbito docente, es “puedo aprender”, ya que no podremos lograr un objetivo si no tenemos la creencia de que el mismo es posible. Esta creencia transforma a este objetivo en algo muy valioso y, cuando damos un valor a algo que no tenemos, ya sea un conocimiento o una habilidad, y además creemos que podemos adquirirlo, lo logramos, ya que las creencias y los valores son el combustible de la motivación. En un entorno escolar adecuado y motivante, ante una cantidad suficiente de experiencias de aprendizaje, el alumno va a adquirir las capacidades necesarias y éstas se van a reflejar en su comportamiento. Asimismo, al contar con el feedback adecuado por parte del docente (cómo le dice lo que le dice), todos estos “niveles lógicos” se alinean, y se va conformando así una creencia potenciadora: “yo puedo”.
En base a lo antedicho, se analiza “La princesa que creía en los cuentos de hadas” de Marcia Grad.
Elsa Bengardino - Líneas de tiempo: cómo vernos a futuro haciendo algo que hoy creemos imposible
Con frecuencia escuchamos frases tales como: "Nunca voy a poder escribir una buena historia", "La matemática no es para mí", "Jamás voy a recordar una fecha histórica", "Veo una computadora y salgo corriendo", "¿Reglas ortográficas, tiempos verbales? ¡imposible!", que no hacen más que exteriorizar las limitaciones que nos impiden utilizar al máximo nuestros recursos internos. El trabajo con líneas de tiempo nos ayuda a levantar estas barreras para que en el futuro no perdamos el tren del conocimiento de aquello para lo que hasta hoy creíamos no tener habilidades y trasladarlo a nuestros alumnos.
Raquel Guterman - El docente, un líder de equipos en el aula.
¿Qué es un equipo y quién es su líder? Un equipo es un sistema, y en cualquier sistema, el elemento con mayor flexibilidad de pensamiento y comportamiento tendrá mayor influencia en tal sistema. Sin embargo, ser flexible requiere de un estado mental que produce los resultados que deseamos sin importar la situación en la que nos encontramos ni el contexto. Es posible alcanzar cualquier meta considerando que todos los recursos que necesitamos se encuentran dentro de nosotros. Aun así, a veces creamos limitaciones para nosotros mismos y los demás que obstaculizan el éxito o el logro de aquellas metas.
Este taller es un viaje a través de los niveles de creencias y valores en el cual podremos liberarnos de aquello que nos limita y desarrollar la flexibilidad necesaria para transformarnos en exitosos líderes, tanto en el aula como docentes o entre colegas como coordinadores.
Todos los recursos necesarios están dentro de nosotros, a través de visualizaciones, submodalidades y metáforas intentaremos descubrir esos recursos.
Monday 19 May 2008
List of presenters in English and Spanish
FIRST LATINAMERICAN BILINGUAL CONFERENCE OF NEUROLINGUISTIC PROGRAMMING IN EDUCATION
AUGUST 8-9 2008
Buenos Aires
Sessions in English
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
Gladys Contrafatto - NLP and Cooperative Learning
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
Natalia Haller - I believe in learning adults!
Matilde Machiavello - Multisensory stories
María Teresa Manteo - Art, Cognition and NLP
Gabriela Properzi - Class Management
Patricia Ribot, Ana María Cerdá - NLP and exam preparation
Lilly Spillman - Metaphors: The Resources Are Within Us
AUGUST 8-9 2008
Buenos Aires
Sessions in English
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
Gladys Contrafatto - NLP and Cooperative Learning
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
Natalia Haller - I believe in learning adults!
Matilde Machiavello - Multisensory stories
María Teresa Manteo - Art, Cognition and NLP
Gabriela Properzi - Class Management
Patricia Ribot, Ana María Cerdá - NLP and exam preparation
Lilly Spillman - Metaphors: The Resources Are Within Us
Details
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
In this workshop I intend to share with my colleagues my experience in teaching English to executives in companies using NLP. I will explain how I use NLP for teaching English and
how I use readings from NLP authors to help students develop as professionals and as human beings.
Gladys Contrafatto - NLP and Cooperative Learning
I would like to share my experience in the use of COOPERATIVE LEARNING in the classroom because I have discovered that NLP is highly present in this methodology.
I believe that by means of Cooperative learning we prepare students for a world that increasingly demands highly developed social skills to deal with greater economic and social interdependence. To succeed, students must learn to communicate and work well with others within a full range of social situations, how to value differences and to become aware of how the use of language makes sense of their experience and how they communicate that experience to others.
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
This talk is for teachers and coordinators interested in their own personal and professional development. It will open channels to understand themselves and the people they are working with and for. NLP presuppositions, the VAK, NLP models and techniques such as Life levels, Timelines and Perceptual positions are present in Circle Time depending on its aim. We also include stories, metaphors and songs to bridge gaps between the heart and the mind.
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
In this workshop I intend to share with my colleagues my experience in teaching English to executives in companies using NLP. I will explain how I use NLP for teaching English and
how I use readings from NLP authors to help students develop as professionals and as human beings.
Gladys Contrafatto - NLP and Cooperative Learning
I would like to share my experience in the use of COOPERATIVE LEARNING in the classroom because I have discovered that NLP is highly present in this methodology.
I believe that by means of Cooperative learning we prepare students for a world that increasingly demands highly developed social skills to deal with greater economic and social interdependence. To succeed, students must learn to communicate and work well with others within a full range of social situations, how to value differences and to become aware of how the use of language makes sense of their experience and how they communicate that experience to others.
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
This talk is for teachers and coordinators interested in their own personal and professional development. It will open channels to understand themselves and the people they are working with and for. NLP presuppositions, the VAK, NLP models and techniques such as Life levels, Timelines and Perceptual positions are present in Circle Time depending on its aim. We also include stories, metaphors and songs to bridge gaps between the heart and the mind.
Natalia Haller - I believe in learning adults!
You've got the class planned, the materials and everything set for your grown up students... now, what's ON YOUR MIND? Do you really believe adults can learn or are you a little suspicious?????? In this workshop we'll look into why our beliefs as teachers do have a great impact on learners.
Matilde Machiavello - Multisensory stories
It is my aim to present some of the tools NLP offers to those who have never heard or experienced them, as well as to illustrate through the experience, the range of possibilities to improve communication among students, teachers and peers. By means of stories told, heard, created and recreated, the participants will get a deep insight into the basic NLP presuppositions that will surely open a window through which they will be able to perceive a brand new perspective, and encourage them to move onto their own path of discovery.
María Teresa Manteo - Art, Cognition and NLP
Through art- whatever shape it takes- we can activate abstract thinking skills such as questioning, connecting and synthesis. On the other hand, art offers attractive pathways to engage children in sensory rich contexts, where imagination and ideas run freely facilitating the flow of cognitive quests. NLP is the bridge between these two worlds. Careful messages prepare the mind and the soul to indulge in processes that trigger associations and allow ideas to germinate. Finding the right words to show the way is an art in itself - and this presentation will attempt to explore the kaleidoscope where ideas, color and sound meld to help create mosaics of thought in empowering circles of cognition.
Gabriela Properzi - Class Management
In the workshop I will refer to Classroom Management, the steps a teacher can follow to make the students' profile and integrate contents and learning in a learner centered approach. NLP tools and principles will be used to work more effectively.
Patricia Ribot, Ana María Cerdá - NLP and exam preparation
This presentation aims at sharing with other teachers of English where, when and how to use some NLP strategies and techniques with those students who have decided to sit for a Cambridge Exam and are willing to be relaxed, confident and fluent in the Speaking Paper.
Lilly Spillman - Metaphors: The Resources Are Within Us
The rich vocabulary used in Pablo Neruda’s Ode to the Sea is by all means appealing to the listener’s representational styles: Visual, Auditory and Kinesthetic. Going through its symbolic language, the participants will explore how Metaphors work at all sorts of levels and can be used in a most beneficial way both inside and outside the language classroom.
Presentaciones en castellano
Lucila Barbero de Bermúdez - Posiciones Preceptuales: "Ponerse en el lugar del otro"
Graciela Daglio, Belén González – El aula compatible con el cerebro
Marisa D'Alessandro - Cambia la forma de ver las cosas y cambiarás las cosas que ves
Rosana M. Fernández Coto - Desarrollando la respons-habilidad emocional
Amalia Maine - Aquí y Ahora - La Celebración de una decisión.
Graciela Marchetti, Gustavo Paz - Creencias Limitantes: ¿Victimas o Protagonistas de nuestra vida?
Presentaciones en castellano
Lucila Barbero de Bermúdez - Posiciones Preceptuales: "Ponerse en el lugar del otro"
Muchas veces escuchamos decir esa frase, pero ¿qué significa realmente? En este taller vamos a conocer las distintas posiciones desde las cuales podemos percibir los hechos, y entender como cambian los significados de la comunicación cada vez que variamos el lugar en el que nos ubicamos.
Graciela Daglio, Belén González – El aula compatible con el cerebro
La neurociencias nos están informando sobre el modo en que el cerebro aprende naturalmente y socializar estos resultados nos puede orientar a tomar mejores decisiones en el aula, creando las condiciones para una enseñanza balanceada, variada, apelando a los distintos estilos de aprendizaje de nuestros alumnos, contextualizada, vivencial, inclusiva, donde todas las funciones de ambos hemisferios cerebrales se despierten y aceleren con el aprendizaje.
Las recientes investigaciones y resultados de las neurociencias relacionadas al modo en que aprendemos mejor y la PNL nos ofrecen prácticas estrategias para incrementar la motivación, atención, recuerdo, comprensión y significación.
Este taller aborda el proceso de aprendizaje a través de un conjunto de principios que reconocen como opera y como aprendemos más eficientemente y sugiere estrategias que nos orienten a tomar mejores decisiones sobre el proceso de aprendizaje y enseñanza.
Marisa D'Alessandro - Cambia la forma de ver las cosas y cambiarás las cosas que ves
¿Lo que vemos, lo que sentimos, lo que escuchamos, todo cuanto nos rodea es igual para todos? ¿Qué sucede cuando observamos la misma realidad desde diferentes ángulos? ¿Somos capaces de reconocer que puede haber otros puntos de vista? Si ampliamos el marco de nuestra mirada cambia la perspectiva de la misma. El reencuadre nos da la posibilidad de corrernos unos pasos y llegar a entender mejor a ese alumno imposible, a esos padres imcomprensibles, a esos compañeros tan cerrados, a esos directivos tan testarudos y , por qué no, a nosotros mismos...
Ya lo dijo Marcel Proust hace tiempo "no es cuestión de cambiar el paisaje, sino de mirarlo con otros ojos"...
Rosana M. Fernández Coto - Desarrollando la respons-habilidad emocional
Según Daniel Goleman, el autor del libro La inteligencia emocional, todas nuestras inteligencias y habilidades son amorales (neutras), lo que significa que las podemos poner al servicio de propósitos destructivos o constructivos, según nuestro grado de alfabetismo emocional. Nuestro cociente emocional es el que determina qué uso le damos a nuestras otras inteligencias.
¿Cuántas veces vemos gente con un alto C.I. y que, sin embargo, fracasa en su vida profesional y personal? Más aún, ¿Cuántas veces vemos personas inteligentes reaccionando de forma agresiva y destructiva?
El alfabetismo emocional nos permite manejar nuestras inteligencias en forma positiva lo que nos lleva no sólo al logro de la felicidad individual (mediante el autoconocimiento y la posibilidad de resistir impulsos emocionales) sino también a contribuir al bienestar general ya que desarrolla las competencias sociales como la empatía, y la influencia social.
Amalia Maine - Aquí y Ahora - La Celebración de una decisión.
Un taller donde los participantes exploran conceptos sobre el tiempo cronológico y sus percepciones; toman conciencia del momento presente como único e irrepetible desde el cual se pueden tomar decisiones acerca de cómo vivirlo (en la temporalidad desde la intemporalidad.)
Como seres humanos que desarrollan diferentes roles en diferentes lugares, por momentos, podemos percibir que el tiempo es insuficiente.
Como educadores involucrados en el proceso de formación de nuestros alumnos, por momentos, podemos sentir que la falta de tiempo es un obstáculo para concretar los objetivos planteados.
Con el advenimiento de la Programación Neurolingüística, la auto-observación y el auto-conocimiento que surgen de la presencia testigo toman dimensiones de significativa importancia. Nos permiten “adueñarnos” del momento presente. Así, cuerpo y mente, más conscientes y congruentes, nos invitan a vivir el Aquí y Ahora de la mejor manera posible.
Graciela Marchetti, Gustavo Paz - Creencias Limitantes: ¿Victimas o Protagonistas de nuestra vida?
Cuando pensamos que no tenemos ninguna influencia sobre el resultado de nuestras acciones y que solo dependen de los demás nos convertimos en victimas de nuestro propio destino. Esta manera de actuar nos impide tomar las riendas de nuestras conductas y convertirnos en protagonistas de nuestra propia vida.
El objetivo de este taller es demostrar que esta manera de pensar incluye creencias limitantes o ideas que tomamos como verdad para emplearlas como base para nuestras acciones diarias. El ser capaces de reconocer las creencias limitantes que utilizamos nos permite cambiarlas por creencias facilitadoras que nos ayudan a llegar a nuestras metas o lograr nuestros objetivos.
The Difference that Makes the Difference!
FIRST LATINAMERICAN BILINGUAL CONFERENCE OF NEUROLINGUISTIC PROGRAMMING IN EDUCATION/
PRIMER CONGRESO LATINOAMERICANO BILINGÜE
DE PROGRAMACIÓN NEUROLINGÜÍSTICA
EN EDUCACIÓN
The difference that makes the difference!
AUGUST 8-9 2008
Buenos Aires
This conference also marks the tenth birthday of RT Resourceful Teaching, training teachers in NLP
We, Laura Szmuch and Jamie Duncan, are very happy to present this inaugural conference on NLP in Education which represents the fruit of our work over the last ten years.
Many of our former students will be presenting workshops and sessions at the event showing in just how many diverse ways aspects of Neuro Linguistic Programming can facilitate and enrich our work as teachers. These are practical applications of NLP, not merely descriptions of theory and we are sure that you will go away with lots of simple and effective ideas for you to try out in your teaching and with a taste to learn more.
We are also happy to include presentations from other teachers whose work combines perfectly with the philosophy of NLP, which is based on facilitating the path to excellence.
Another important feature of this event is that it is taking place in Latin America and shows that we do not need to be in the USA or Europe to be able to develop our own ways of using this excellent tool. The workshops you are going to see are born out of the needs that teachers had to find solutions to challenges in their own classrooms or simply to fine tune and enhance their teaching. The fact that we have such a variety of fascinating topics among the list of sessions speaks volumes for the creativity and commitment of the teachers concerned. All home-grown!
We therefore extend a warm invitation to you to come to the conference and discover the world of NLP and the many marvelous ways that it can help us teach and learn and thereby help our students more.
Laura Szmuch and Jamie Duncan
Trainers in NLP
PRIMER CONGRESO LATINOAMERICANO BILINGÜE
DE PROGRAMACIÓN NEUROLINGÜÍSTICA
EN EDUCACIÓN
The difference that makes the difference!
AUGUST 8-9 2008
Buenos Aires
This conference also marks the tenth birthday of RT Resourceful Teaching, training teachers in NLP
We, Laura Szmuch and Jamie Duncan, are very happy to present this inaugural conference on NLP in Education which represents the fruit of our work over the last ten years.
Many of our former students will be presenting workshops and sessions at the event showing in just how many diverse ways aspects of Neuro Linguistic Programming can facilitate and enrich our work as teachers. These are practical applications of NLP, not merely descriptions of theory and we are sure that you will go away with lots of simple and effective ideas for you to try out in your teaching and with a taste to learn more.
We are also happy to include presentations from other teachers whose work combines perfectly with the philosophy of NLP, which is based on facilitating the path to excellence.
Another important feature of this event is that it is taking place in Latin America and shows that we do not need to be in the USA or Europe to be able to develop our own ways of using this excellent tool. The workshops you are going to see are born out of the needs that teachers had to find solutions to challenges in their own classrooms or simply to fine tune and enhance their teaching. The fact that we have such a variety of fascinating topics among the list of sessions speaks volumes for the creativity and commitment of the teachers concerned. All home-grown!
We therefore extend a warm invitation to you to come to the conference and discover the world of NLP and the many marvelous ways that it can help us teach and learn and thereby help our students more.
Laura Szmuch and Jamie Duncan
Trainers in NLP
Sunday 18 May 2008
RT Conference Speakers
We are pleased to announce the first group of speakers at the RT Conference on NLP in Education to be held on 8 and 9 August.
These are the sessions in English to date:
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
In this workshop I intend to share with my colleagues my experience in teaching English to executives in companies using NLP. I will explain how I use NLP for teaching English and
how I use readings from NLP authors to help students develop as professionals and as human beings.
Gladys Contrafatto - NLP and Cooperative Learning
I would like to share my experience in the use of COOPERATIVE LEARNING in the classroom because I have discovered that NLP is highly present in this methodology.
I believe that by means of Cooperative learning we prepare students for a world that increasingly demands highly developed social skills to deal with greater economic and social interdependence. To succeed, students must learn to communicate and work well with others within a full range of social situations, how to value differences and to become aware of how the use of language makes sense of their experience and how they communicate that experience to others.
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
This talk is for teachers and coordinators interested in their own personal and professional development. It will open channels to understand themselves and the people they are working with and for. NLP presuppositions, the VAK, NLP models and techniques such as Life levels, Timelines and Perceptual positions are present in Circle Time depending on its aim. We also include stories, metaphors and songs to bridge gaps between the heart and the mind.
Natalia Haller - I believe in learning adults!
You've got the class planned, the materials and everything set for your grown up students... now, what's ON YOUR MIND? Do you really believe adults can learn or are you a little suspicious?????? In this workshop we'll look into why our beliefs as teachers do have a great impact on learners.
Matilde Machiavello - Multisensory stories
It is my aim to present some of the tools NLP offers to those who have never heard or experienced them, as well as to illustrate through the experience, the range of possibilities to improve communication among students, teachers and peers. By means of stories told, heard, created and recreated, the participants will get a deep insight into the basic NLP presuppositions that will surely open a window through which they will be able to perceive a brand new perspective, and encourage them to move onto their own path of discovery.
María Teresa Manteo - Art, Cognition and NLP
Through art- whatever shape it takes- we can activate abstract thinking skills such as questioning, connecting and synthesis. On the other hand, art offers attractive pathways to engage children in sensory rich contexts, where imagination and ideas run freely facilitating the flow of cognitive quests. NLP is the bridge between these two worlds. Careful messages prepare the mind and the soul to indulge in processes that trigger associations and allow ideas to germinate. Finding the right words to show the way is an art in itself - and this presentation will attempt to explore the kaleidoscope where ideas, color and sound meld to help create mosaics of thought in empowering circles of cognition.
Gabriela Properzi - Class Management
In the workshop I will refer to Classroom Management, the steps a teacher can follow to make the students' profile and integrate contents and learning in a learner centered approach. NLP tools and principles will be used to work more effectively.
Patricia Ribot, Ana María Cerdá - NLP and exam preparation
This presentation aims at sharing with other teachers of English where, when and how to use some NLP strategies and techniques with those students who have decided to sit for a Cambridge Exam and are willing to be relaxed, confident and fluent in the Speaking Paper.
Lilly Spillman - Metaphors: The Resources Are Within Us
The rich vocabulary used in Pablo Neruda’s Ode to the Sea is by all means appealing to the listener’s representational styles: Visual, Auditory and Kinesthetic. Going through its symbolic language, the participants will explore how Metaphors work at all sorts of levels and can be used in a most beneficial way both inside and outside the language classroom.
These are the sessions in English to date:
Susana Carballo - From other people's gardens: How NLP authors helped me improve my teaching skills
In this workshop I intend to share with my colleagues my experience in teaching English to executives in companies using NLP. I will explain how I use NLP for teaching English and
how I use readings from NLP authors to help students develop as professionals and as human beings.
Gladys Contrafatto - NLP and Cooperative Learning
I would like to share my experience in the use of COOPERATIVE LEARNING in the classroom because I have discovered that NLP is highly present in this methodology.
I believe that by means of Cooperative learning we prepare students for a world that increasingly demands highly developed social skills to deal with greater economic and social interdependence. To succeed, students must learn to communicate and work well with others within a full range of social situations, how to value differences and to become aware of how the use of language makes sense of their experience and how they communicate that experience to others.
Silvana Fiorito, Laura Gallina – Circle Time: A Tool in Staff Meetings
This talk is for teachers and coordinators interested in their own personal and professional development. It will open channels to understand themselves and the people they are working with and for. NLP presuppositions, the VAK, NLP models and techniques such as Life levels, Timelines and Perceptual positions are present in Circle Time depending on its aim. We also include stories, metaphors and songs to bridge gaps between the heart and the mind.
Natalia Haller - I believe in learning adults!
You've got the class planned, the materials and everything set for your grown up students... now, what's ON YOUR MIND? Do you really believe adults can learn or are you a little suspicious?????? In this workshop we'll look into why our beliefs as teachers do have a great impact on learners.
Matilde Machiavello - Multisensory stories
It is my aim to present some of the tools NLP offers to those who have never heard or experienced them, as well as to illustrate through the experience, the range of possibilities to improve communication among students, teachers and peers. By means of stories told, heard, created and recreated, the participants will get a deep insight into the basic NLP presuppositions that will surely open a window through which they will be able to perceive a brand new perspective, and encourage them to move onto their own path of discovery.
María Teresa Manteo - Art, Cognition and NLP
Through art- whatever shape it takes- we can activate abstract thinking skills such as questioning, connecting and synthesis. On the other hand, art offers attractive pathways to engage children in sensory rich contexts, where imagination and ideas run freely facilitating the flow of cognitive quests. NLP is the bridge between these two worlds. Careful messages prepare the mind and the soul to indulge in processes that trigger associations and allow ideas to germinate. Finding the right words to show the way is an art in itself - and this presentation will attempt to explore the kaleidoscope where ideas, color and sound meld to help create mosaics of thought in empowering circles of cognition.
Gabriela Properzi - Class Management
In the workshop I will refer to Classroom Management, the steps a teacher can follow to make the students' profile and integrate contents and learning in a learner centered approach. NLP tools and principles will be used to work more effectively.
Patricia Ribot, Ana María Cerdá - NLP and exam preparation
This presentation aims at sharing with other teachers of English where, when and how to use some NLP strategies and techniques with those students who have decided to sit for a Cambridge Exam and are willing to be relaxed, confident and fluent in the Speaking Paper.
Lilly Spillman - Metaphors: The Resources Are Within Us
The rich vocabulary used in Pablo Neruda’s Ode to the Sea is by all means appealing to the listener’s representational styles: Visual, Auditory and Kinesthetic. Going through its symbolic language, the participants will explore how Metaphors work at all sorts of levels and can be used in a most beneficial way both inside and outside the language classroom.
Saturday 26 April 2008
Rt conference launched!
FIRST LATINAMERICAN BILINGUAL CONFERENCE OF NEUROLINGUISTIC PROGRAMMING IN EDUCATION/
PRIMER CONGRESO LATINOAMERICANO BILINGÜE
DE PROGRAMACIÓN NEUROLINGÜÍSTICA
EN EDUCACIÓN
The difference that makes the difference!
AUGUST 8-9 2008
Buenos Aires
This conference also marks the tenth birthday of RT Resourceful Teaching, training teachers in NLP
In this unique event for Latin America, we will be offering a range of sessions showing how NLP can be applied effectively to a wide variety of situations and teaching contexts. In both English and Spanish. You will go home with practical ideas and the experience ‘in the muscle’!
Friday 8 August 18.00
Welcome ceremony with Laura Szmuch, Jamie Duncan and special invited guests
First Plenary
Birthday party!
Saturday 9 August 9.00 – 17.00
Plenary sessions
A wide selection of workshops and displays relating to the use of NLP in teaching and learning.
NB: There will be sessions and plenaries in both English and Spanish
Topics include:
NLP and teacher development
NLP to reach all students
Learning styles
Effective communication
Multisensory storytelling
Levels of learning
Conflict resolution
Classroom management
Mental maps
Learning to learn
and others
Certificates of Attendance will be issued.
For enrolment details contact: rtconference@gmail.com or jamie@resourcefulteaching.com.ar
Sunday 13 April 2008
Smelling to learn?
Want a better memory? Stop and smell the roses
By Maggie Fox, Health and Science Editor, Reuters
People who want to learn things might do better by simply stopping to smell the roses, researchers reported on Thursday.
German researchers found they could use odors to re-activate new memories in the brains of people while they slept -- and the volunteers remembered better later.
Writing in the journal Science, they said their study showed that memories are indeed consolidated during sleep, and show that smells and perhaps other stimuli can reinforce brain learning pathways.
Jan Born of the University of Lubeck in Germany and colleagues had 74 volunteers learn to play games similar to the game of "Concentration" in which they must find matched pairs of objects or cards by turning only one over at a time.
While doing this task, some of the volunteers inhaled the scent of roses. The volunteers then agreed to sleep inside an MRI tube. Functional magnetic resonance imaging was used to "watch" their brains while they slept.
At various stages during sleep, Born's team wafted in the same scent of roses.
The volunteers were tested again the next day on what they had learned. "After the odor night, participants remembered 97.2 percent of the card pairs they had learned before sleep," the researchers wrote.
But they only remembered 86 percent of the pairs if they did not get the rose smell while sleeping.
And the stage of sleep was important too, the researchers said in a finding that will add to the debate over whether people "learn" in their sleep the way some animals have been shown to.
Research has shown, for example, that rats learning a new maze will rehearse their movements during sleep, and that songbirds rehearse their songs.
Born's team said the scent improved learning when it was administered during slow-wave sleep, but had no effect during rapid eye movement or REM sleep.
The MRI showed that the hippocampus, the part of the brain associated with learning new things, was activated when the odor was wafted over the volunteers during slow wave sleep.
This article came from Reuters
http://www.reuters.com/article/healthNews/idUSN0835573820070309?pageNumber=2&virtualBrandChannel=0&sp=true
By Maggie Fox, Health and Science Editor, Reuters
People who want to learn things might do better by simply stopping to smell the roses, researchers reported on Thursday.
German researchers found they could use odors to re-activate new memories in the brains of people while they slept -- and the volunteers remembered better later.
Writing in the journal Science, they said their study showed that memories are indeed consolidated during sleep, and show that smells and perhaps other stimuli can reinforce brain learning pathways.
Jan Born of the University of Lubeck in Germany and colleagues had 74 volunteers learn to play games similar to the game of "Concentration" in which they must find matched pairs of objects or cards by turning only one over at a time.
While doing this task, some of the volunteers inhaled the scent of roses. The volunteers then agreed to sleep inside an MRI tube. Functional magnetic resonance imaging was used to "watch" their brains while they slept.
At various stages during sleep, Born's team wafted in the same scent of roses.
The volunteers were tested again the next day on what they had learned. "After the odor night, participants remembered 97.2 percent of the card pairs they had learned before sleep," the researchers wrote.
But they only remembered 86 percent of the pairs if they did not get the rose smell while sleeping.
And the stage of sleep was important too, the researchers said in a finding that will add to the debate over whether people "learn" in their sleep the way some animals have been shown to.
Research has shown, for example, that rats learning a new maze will rehearse their movements during sleep, and that songbirds rehearse their songs.
Born's team said the scent improved learning when it was administered during slow-wave sleep, but had no effect during rapid eye movement or REM sleep.
The MRI showed that the hippocampus, the part of the brain associated with learning new things, was activated when the odor was wafted over the volunteers during slow wave sleep.
This article came from Reuters
http://www.reuters.com/article/healthNews/idUSN0835573820070309?pageNumber=2&virtualBrandChannel=0&sp=true
Friday 11 April 2008
CALL FOR PAPERS
RESOURCEFUL TEACHING
10TH ANNIVERSARY CONFERENCE
AUGUST 8-9 2008
First Latin American Conference in NLP for Education
CALL FOR PAPERS
To celebrate our tenth birthday, we have decided to hold a conference to mark the moment and to show the public what we have all achieved applying NLP to our work in Education.
We are therefore launching a Call for Papers for those who would like to participate by submitting a proposal for a workshop at the conference.
Sessions can be given in English or in Spanish as we intend to make this a bilingual event reaching out as well to the teaching community. Each workshop will be of one hour and there may be the possibility of repeating them.
Requirements for presenters:
Holds a recognized certificate as a Practitioner in NLP or have completed a Practitioner training with us.
To present in English, you must be a graduate of a recognized Teachers College or be a native speaker.
First step: Send us an abstract of 200 words explaining
a) what you wish to present
b) describing how it represents the application of NLP to Education
c) cite any relevant academic sources relevant to the presentation
d) indicate in general terms how you will go about the presentation
Deadline for papers 10 May 2008
Send to: jamiearg@gmail.com
lauraszmuch@gmail.com
Jamie and Laura
April 2008
10TH ANNIVERSARY CONFERENCE
AUGUST 8-9 2008
First Latin American Conference in NLP for Education
CALL FOR PAPERS
To celebrate our tenth birthday, we have decided to hold a conference to mark the moment and to show the public what we have all achieved applying NLP to our work in Education.
We are therefore launching a Call for Papers for those who would like to participate by submitting a proposal for a workshop at the conference.
Sessions can be given in English or in Spanish as we intend to make this a bilingual event reaching out as well to the teaching community. Each workshop will be of one hour and there may be the possibility of repeating them.
Requirements for presenters:
Holds a recognized certificate as a Practitioner in NLP or have completed a Practitioner training with us.
To present in English, you must be a graduate of a recognized Teachers College or be a native speaker.
First step: Send us an abstract of 200 words explaining
a) what you wish to present
b) describing how it represents the application of NLP to Education
c) cite any relevant academic sources relevant to the presentation
d) indicate in general terms how you will go about the presentation
Deadline for papers 10 May 2008
Send to: jamiearg@gmail.com
lauraszmuch@gmail.com
Jamie and Laura
April 2008
Wednesday 9 April 2008
More students...Resourceful Teaching Tenth Anniversary!!!!!
A whole year of celebrations with our students....
Ten years learning and growing together..
Tuesday 8 April 2008
Please watch this!!!!
Neuroanatomist Jill Bolte Taylor had an opportunity few brain scientists would wish for: One morning, she realized she was having a massive stroke. As it happened -- as she felt her brain functions slip away one by one, speech, movement, understanding -- she studied and remembered every moment. This is a powerful story about how our brains define us and connect us to the world and to one another.
http://www.ted.com/talks/view/id/229
I really recommend you to watch this...
Laura
http://www.ted.com/talks/view/id/229
I really recommend you to watch this...
Laura
Monday 7 April 2008
Who are we?
Resourceful Teaching was founded by Laura Szmuch and Jamie Duncan. We are Master Practitioners and Trainers in NLP. Laura is a graduate of the Instituto Superior del Profesorado "Dr. Joaquín V. González" and works as a teacher of English as a Foreign Language in her studio in Buenos Aires, Argentina. Jamie Duncan is lecturer in Language III at the I.N.S.P.T of the Universidad Tecnológica Nacional in Buenos Aires and works with students of all ages.
At one point in our careers we felt the need to go further in understanding the learning process. In particular, we paid attention to some important aspects in teaching which were not generally covered, like the delicate chemistry produced by the communication between teacher and student. We began to play with this intuitively and change things in our teaching and we started to read a lot about NLP. We wondered what would happen if we took all these marvellous ideas and technology and used them in education. We realised we had a lot to learn and that there was an amazing world to which we had only just gained entry, so we decided to take a course and learn about it properly.
As we were both very enthusiastic about applying what we had been learning to our classes, we began to try things out, take notes, read, and get books from the US, the UK and New Zealand that were not available here. Above all, we shared everything we were discovering. Individually, we started giving some workshops to friends and colleagues, until the day, when as we were about to finish the Master Practitioner, we organised a study group together. From this group, there were requests or almost 'demands' from our colleagues who wanted something deeper and more structured than just a workshop, to be given in English and dedicated to education and language teaching. At this point we were completing the Trainer training and we realised that we had all the material and ideas in our heads. What was needed was to put it in order and form a course. And our first Practitioner Certificate course in Education started.
The wonderful thing about working with teachers is that we see almost instant results. They tend to have a phenomenal drive and come to us interested in acquiring techniques to help their students learn more easily. Little by little, however, they realise that they are also helping themselves immensely. They become more open and more complete as people and discover that they have resources available to resolve conflicts and communicate more effectively. They see that they possess an enormous treasure in the form of their academic knowledge and training but that however rich this intellectual knowledge may be, it is still not quite enough. Therefore, they acquire tools to transmit learning, not just from the mental perspective. It is incredible to see the difference in their classes when they learn to use their bodies, their voices, aspects of non-verbal and unconscious communication and to value their intuition. They improve their communication with their students, parents of students, colleagues, heads and other staff in a remarkable fashion. And this is because their communication reveals a different point of view, one which has been nourished by NLP.
What most excites us is that they approach us as 'professionals', committed to their work and then they discover themselves as 'people'. They realise that they need to devote time and space to themselves and to the
organisation and planning of their lives and careers in a wider perspective. Teachers normally live in a whirlwind of classes, preparation, marking, exams and different groups and undoubtedly this is a situation in which it is easy to lose oneself. The changes that we witness in teachers have to do with finding themselves again and reacquainting
themselves with their subject, their pupils and their lives. Apart from dramatic improvements in their classrooms, they tell us of important changes in their families and with their partners, of new jobs or growth in their institutes, of more useful free time which emerges from better organisation and clear objectives. They also tell of better physical
health and we insist a lot on this point as teachers need strong and flexible bodies, loads of energy and to eat well. Teachers need to set an example for students.
...............................................................................................................................................................
When people complain about the crisis in education, we consider that it is a good idea to teach those who teach. When those who are part of the teaching-learning process know where they are going, what their beliefs and values are and how to find their mission, the crisis becomes a path of opportunities. The huge changes that we are experiencing in the world are an excellent challenge and the better prepared we are and the greater our self-knowledge and our personal and spiritual development, the more chances we have for continued learning and growth in all aspects of our life.
© Laura Szmuch and Jamie Duncan, 2001
Resourceful Teaching
What is RT?
Photo: Jamie and Laura in Comodoro Rivadavia-2000
The vision of Resourceful Teaching is to see teachers growing and developing with wisdom, maximising their skills as communicators and models of excellence in their field through the application of Neuro Linguistic Programming (NLP). These teachers are committed to using their talents and strengths in helping the world recognise the supreme importance of meaningful education as a birthright of all human beings.
The mission of RT is to provide a structure through which teachers have access to the skills and technology of NLP as applied to education. This includes high quality training and support, materials and information, contacts and networking. Our graduates are empowered with the awareness, choices, communication skills and facilitating beliefs and values to make a real difference in their teaching context.
The strategy of RT has been to create a Practitioner's Certificate and Master Practitioner's Certificate course completely orientated towards practising teachers. It is also to run workshops, shorter courses and other training for teachers. We offer consultancy and information to teachers and to educational institutes. We develop materials and literature applying NLP to the teaching and learning processes.
The structure of RT is to offer training and consultancy in Education in
the following ways:
* General Educational workshops
* Tailor-made on-site workshops responding to special needs of schools
or other educational institutions
* Practitioner Certificate in NLP for Education courses
* Master Practitioner Certificate in NLP for Education courses
* Consultancy upon request
* Electronic mail newsletter
* Free introductory talks
* Participation in major ELT events
* Ongoing access to instruction and trainers
* Networking and a forum for contact both within Argentina and
internationally.
© Laura Szmuch and Jamie Duncan, 2001
The vision of Resourceful Teaching is to see teachers growing and developing with wisdom, maximising their skills as communicators and models of excellence in their field through the application of Neuro Linguistic Programming (NLP). These teachers are committed to using their talents and strengths in helping the world recognise the supreme importance of meaningful education as a birthright of all human beings.
The mission of RT is to provide a structure through which teachers have access to the skills and technology of NLP as applied to education. This includes high quality training and support, materials and information, contacts and networking. Our graduates are empowered with the awareness, choices, communication skills and facilitating beliefs and values to make a real difference in their teaching context.
The strategy of RT has been to create a Practitioner's Certificate and Master Practitioner's Certificate course completely orientated towards practising teachers. It is also to run workshops, shorter courses and other training for teachers. We offer consultancy and information to teachers and to educational institutes. We develop materials and literature applying NLP to the teaching and learning processes.
The structure of RT is to offer training and consultancy in Education in
the following ways:
* General Educational workshops
* Tailor-made on-site workshops responding to special needs of schools
or other educational institutions
* Practitioner Certificate in NLP for Education courses
* Master Practitioner Certificate in NLP for Education courses
* Consultancy upon request
* Electronic mail newsletter
* Free introductory talks
* Participation in major ELT events
* Ongoing access to instruction and trainers
* Networking and a forum for contact both within Argentina and
internationally.
© Laura Szmuch and Jamie Duncan, 2001
Introducing our friend: NLP
Introducing our friend: NLP
This article is for those of you who are new to the wonderful three letters.
Let us introduce them to you:
NLP stands for Neuro Linguistic Programming.
This article is for those of you who are new to the wonderful three letters.
Let us introduce them to you:
NLP stands for Neuro Linguistic Programming.
Photo:Laura In Corrientes a couple of years ago
This acronym reminds us of the fact that our mind and body are interconnected and that we are responsible for the models of the world we create.
NLP training has two areas of application:
1. How we communicate with others
2. How we communicate with ourselves
It also aims at revealing the underlying structure of excellence. It offers answers to the question of "how" to do things effectively, or rather, how successful people in different fields do what they do wonderfully. It analyses subjective experience, taking into account patterns of behaviour, capability, values, beliefs, mission in life and internal representations of reality.
It offers a learnable technology which can help us improve performance and communication, overcome limitations, achieve goals and confidence in different areas of our lives.
With training in NLP we learn how to get rapport with virtually anybody, how to become flexible in our communication, how to use language effectively. We learn how to deal with conflict on a win-win basis, how to tap our resources (such as confidence, competence, inner peace, motivation, health, abundance, etc.), how to discover our strategies (of excellence, creativity, good memory, etc.), how to work with our beliefs and other levels of growth and learning and how our brains code our subjective experience.
NLP is an eclectic body of thought which is a branch of the Cognitive Sciences and Cognitive Behavioural Psychology. It grew out of General Semantics (Korzybski), Transformational Grammar (Chomsky), Anthropology and Cybernetics (Bateson), Reframing (Watzlawick et al), Family Systems (Virginia Satir), GestaltTherapy(Perls), Medical Hypnosis (Erickson) and several related studies. Its founders were Richard Bandler (a mathematician) and John Grinder (a linguist) who, in the early 70s, set out to discover the "structure of excellence".
Who benefits from the practice of NLP?
Any person who wants to improve the way they live their lives and develop an understanding of how to maximize their potential. Any person who wants to explore new tools and models for communication and learning through high quality training and assessment.
Why have we decided to give birth to a course especially designed for teachers?
NLP has been successfully applied in different fields such as sales, business, medicine, mental health, law, sports and so on. We believe good teachers and good learning are the answer to many issues in the world we want to live in. Highly prepared teachers, skilful in communication techniques, with very clear beliefs and values, and who have very specific goals to make this world a better place to live in are at the most important leverage point in the quest for positive change.
Our dream is to see professional teachers who know that their role in our society is even more important than what we have been led to believe.
© Laura Szmuch and Jamie Duncan, 2001
How NLP training is organised
How NLP training is organised
The first NLP training was by means of workshops or seminars and this has remained one of the principal forms by which the model has been transmitted. The emphasis is always on “the activation of people’s existing unconscious competence” as Robert Dilts puts it and this implies that the training should have a strong practical component with the participants discovering, integrating and applying skills and techniques. This approach is congruent with the core purpose of NLP which is to model the excellence of others. A theoretical basis is given and part of this consists of reading to be done at home which can complement the activities in class.
A sequence of intensive training exists for those who wish to acquire a more complete range of NLP skills.
The first level of training is the Practitioner Training. It involves between 130 and 150 hours of direct training in the form of practical activities and guided practice. This level gives students acquaintance with the methodology and many of the techniques comprising NLP.
At the following level, the Master Practitioner Training, participants blend the intellectual and the experiential. They learn to embody the spirit of NLP, discover yet more techniques and acquire the ability to model an excellence as completely as possible. This training also lasts about 150 hours.
A third level is that of Trainer Training focusing on the capacities and role of the NLP Trainer and there is a fourth level which is the Master Trainer Training.
No one single body certifies NLP Training although there are some principal certifying organisations to which most of the major schools belong. These are: International NLP, the Society of NLP and ANLP (UK). These societies establish guidelines as to course length and content and their certificates give international recognition to those who satisfactorily complete the assessment procedures. Certificates issued by these societies are statements of skill, attesting to the ability of the student to apply NLP techniques appropriately and with due care and attention. In addition, a school or trainer will usually supply a certificate of attendance for completing the required hours of attendance and participation on the course. As yet, the appearance of “official” NLP degrees and diplomas backed by Ministries of Education has been sporadic. NLP Training is increasing at a tertiary level and a number of tertiary training bodies in the world have been given official recognition for their courses. This development is still relatively new and the acceptance of NLP as a course at this level is in its infancy. More common is the inclusion of NLP training as an element in courses run by professional bodies such as those organised by therapists, coaches, sports trainers and business administrators.
The first NLP training was by means of workshops or seminars and this has remained one of the principal forms by which the model has been transmitted. The emphasis is always on “the activation of people’s existing unconscious competence” as Robert Dilts puts it and this implies that the training should have a strong practical component with the participants discovering, integrating and applying skills and techniques. This approach is congruent with the core purpose of NLP which is to model the excellence of others. A theoretical basis is given and part of this consists of reading to be done at home which can complement the activities in class.
A sequence of intensive training exists for those who wish to acquire a more complete range of NLP skills.
The first level of training is the Practitioner Training. It involves between 130 and 150 hours of direct training in the form of practical activities and guided practice. This level gives students acquaintance with the methodology and many of the techniques comprising NLP.
At the following level, the Master Practitioner Training, participants blend the intellectual and the experiential. They learn to embody the spirit of NLP, discover yet more techniques and acquire the ability to model an excellence as completely as possible. This training also lasts about 150 hours.
A third level is that of Trainer Training focusing on the capacities and role of the NLP Trainer and there is a fourth level which is the Master Trainer Training.
No one single body certifies NLP Training although there are some principal certifying organisations to which most of the major schools belong. These are: International NLP, the Society of NLP and ANLP (UK). These societies establish guidelines as to course length and content and their certificates give international recognition to those who satisfactorily complete the assessment procedures. Certificates issued by these societies are statements of skill, attesting to the ability of the student to apply NLP techniques appropriately and with due care and attention. In addition, a school or trainer will usually supply a certificate of attendance for completing the required hours of attendance and participation on the course. As yet, the appearance of “official” NLP degrees and diplomas backed by Ministries of Education has been sporadic. NLP Training is increasing at a tertiary level and a number of tertiary training bodies in the world have been given official recognition for their courses. This development is still relatively new and the acceptance of NLP as a course at this level is in its infancy. More common is the inclusion of NLP training as an element in courses run by professional bodies such as those organised by therapists, coaches, sports trainers and business administrators.
Sunday 6 April 2008
Getting to know you and getting personal questions!
At this time of the year we have new students and new classes. Usually, we try to find out about our students and in the course of this we discover that some of the questions we ask them are perhaps avoided and some of the questions we are asked by them may seem overtly personal or irrelevant. Why is this so? Well, we are all unique and what fascinates one person may not be the least bit interesting to others. Some people filter life through what is happening to other people and others perceive life through facts, information and things that may have little to do with personal aspects.
Some experts say that teachers should reveal little about themselves, especially in the first term, to ensure the distance between students and teacher but that may impede the development of rapport with a class that responds well to exchanges of personal information. In other situations, teachers may be reticent to talk about themselves to groups that may use this information in not so positive ways in the future.
I always bear in mind that I can reveal what I like about myself and that if a group wants more ‘personal’ information, I can choose what to give them. If I open up the lesson to free questioning, I have to be prepared to get any questions and know which I am willing to answer and which I will pass on. Being clear in my own mind beforehand avoids any sense of me appearing on the defensive if I get asked anything I don’t choose to answer.
I also personally make it a rule never to ask anything in public I wouldn’t be prepared to answer and to be attentive to body language when asking things in public. You can usually see very quickly if someone is comfortable with a topic and if they are not, it is time to pull it back to something more general or to change the subject.
What do you do?
Jamie
Some experts say that teachers should reveal little about themselves, especially in the first term, to ensure the distance between students and teacher but that may impede the development of rapport with a class that responds well to exchanges of personal information. In other situations, teachers may be reticent to talk about themselves to groups that may use this information in not so positive ways in the future.
I always bear in mind that I can reveal what I like about myself and that if a group wants more ‘personal’ information, I can choose what to give them. If I open up the lesson to free questioning, I have to be prepared to get any questions and know which I am willing to answer and which I will pass on. Being clear in my own mind beforehand avoids any sense of me appearing on the defensive if I get asked anything I don’t choose to answer.
I also personally make it a rule never to ask anything in public I wouldn’t be prepared to answer and to be attentive to body language when asking things in public. You can usually see very quickly if someone is comfortable with a topic and if they are not, it is time to pull it back to something more general or to change the subject.
What do you do?
Jamie
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