Thursday 31 December 2009
Friday 30 October 2009
RT week Feb 2010 workshops for teachers
RT WEEK 2010
February 08 – 11
All new workshops!
Once again we bring you a variety of workshops for teachers, to reflect, develop, grow and obtain ideas for the classroom!
Hoping you can join us,
Laura and Jamie
Workshop programme
| RT WEEK 2010 | Monday 08 February | Tuesday 09 February | Wednesday10 February | Thursday 11 February |
| 9 to 12 | How students really learn! | The Art of the Question | A 2010 map of the English speaking world | Emotions and language learning |
| | L u n c h | L u n c h | L u n c h | L u n c h |
| 14 to 17 | The teacher and sensory acuity… learning to observe… | Time Management… Self- Management? | Literature, creativity, learning and fun | Being fully present |
Workshop details
| Monday 8 Feb am | How students really learn! | This practical session will explore the latest classroom research on student learning and give activities based on ideas from NLP on how teachers can make the most of their classes to facilitate student acquisition. |
| Monday 8 Feb pm | The teacher and sensory acuity… Learning to observe… | A lot of people have become very interested in facial expressions, non-verbal language and other paralinguistic features, after watching “Lie to me”, the American television series that premiered on the Fox network. In the show, Dr. Cal Lightman and his colleagues in The Lightman Group accept assignments from third parties (commonly local and federal law enforcement), and assist in investigations, reaching the truth through applied psychology: interpreting microexpressions, through the Facial Action Coding System, and body language. In this workshop we will see how to use that information in a very practical way to improve communication with our students and facilitate their learning. |
| Tuesday 9 Feb am | The Art of the Question | Can we polish our question-making as teachers to elicit better learning? Can we help our students find questions which lead to more discovery and reflection. Through quizzes, games and other activities we will practise the skill of finding the right question. |
| Tuesday 9 Feb pm | Time Management… Self- Management? | In this session we will see how self-management is essential to manage time effectively and efficiently. We will delve into topics such as delegation, trust, self-motivation and motivation of others. We will reflect on how to set priorities, how to schedule and have goals. By becoming aware of how we use our time as a resource in organising, prioritising, and succeeding in our jobs as teachers, coordinators or heads of staff, we will learn how to “save” our energy to be active and vibrant when we get home after a long day at work. Apart from the moments of deep reflection you will be getting very practical ideas to start using as soon as you finish the workshop. |
| Wednesday 10 Feb am | A 2010 map of the English speaking world | In these days of information overload and fast-changing technology, what can we expect our students to learn and know about the world of English language and culture? This session will combine general knowledge and language styles and registers to help us identity what is essential to know and what is purely interesting and of lesser importance for the classroom as we enter the second decade of the new millenium. |
| Wednesday 10 Feb pm | Literature, creativity, learning and fun | In this presentation we will be working with the theory of creativity, plus specific ideas to put into practice in the classroom. Assuming creativity can be learnt, we will see ways to help both teachers and students to become aware of the creative process and its application to language teaching and learning. We will also be reading poems by Benjamin Zephaniah and we will take delight in the production of Haikus. |
| Thursday 11 Feb am | Emotions and language learning | Damasio (1999) states that “There is nothing distinctively about human emotions since it is clear that so many nonhuman creatures have emotions in abundance; and yet there is something quite distinctive about the way in which emotions have become connected to the complex ideas, values, principles, and judgements that only humans can have ”. In this workshop we will see how from a neuropsychological perspective, emotions are very important: they exist in our brain and are biological, apart from elaborated by culture. We will also discuss the implications for English language teaching and learning and we will work with some very powerful ideas to tap into optimal emotional states to learn a language. |
| Thursday 11 Feb pm | Being fully present | Apart from NLP, there are a large number of complementary therapies and energy techniques being taught in the world today. Many of them are very old knowledge that has been rediscovered. How are they relevant to the classroom? Can teachers integrate aspects of them into their work? This session will consider a variety of these techniques and give a special introduction to that of EMF (Electromagnetic field) Balancing which helps people to become fully present in their daily activities. |
Enrolment
Each workshop lasts three hours. AM: 9.00 - 12.00 PM: 14.00 - 17.00.
Venue: Gallardo 719,
Please enrol by by e-mail: rtcourses@resourcefulteaching.com.ar
jamiearg@gmail.com or lauraszmuch@gmail.com
or by phoning (005411) 4641-9068
There are limited vacancies per workshop. Enrolment is only guaranteed by payment of fee.
Fee Schedule: NB: Prices in Argentine pesos
| Resourceful Teaching Week 2010 | Enrolment before November 10 | Enrolment before November 30 | Enrolment before December 30 | Enrolment before January 30 |
| Each workshop | $50 | $60 | $70 | $80 |
| The whole week (8 workshops) | $300 | $380 | $460 | $550 |
| Current RT Practitioner or Master Practitioner students | $100 | $140 | $170 | $200 |
Special Discounts:
Five people enrolling together are eligible for a discount of 10% on the whole week
Students currently enrolled in
Note: Fees are not refundable but can be transferred to another course or to another student where applicable.
Tuesday 27 October 2009
Updates!
No 106 October 27 2009
Dear Readers,
As spring slowly settles in, we start turning our attention not only to the end-of-the-year events but also to the beginning of 2010. In this edition you will find information on our February courses which include RT Week, our set of workshops for teachers of English and the first six modules of the NLP course given in Spanish. There are discounts for early bird enrolments so check now! We also look at The Wave, a film with plenty of things to ponder with respect to teaching and to society in general.
Do visit our blog teaching resourcefully – nlp in the classroom http://teaching-resourcefully.blogspot.com/ for regular updates and titbits on our activities and links that we find that are of use or relevance. We also have a Facebook - Resourceful Teaching page with updates too!
Thank you for reading and sharing,
Laura and Jamie
1. The Wave
2. RT Week 2010
3. NLP Course in Spanish – February intensive
4. Single celebrity recognising brain cell
5. Calendar of activities for 2009 - 2010
6. Workshops and coaching
7. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit
1. The Wave
A film recently released in Argentina and of interest to teachers is The Wave (La Ola in Spanish, Die Welle in German). It is, in fact, the latest version of a film made originally in the US and based on a real event that took place in California in 1967. German director Dennis Gansel has dusted down the story and updated it to present-day Germany which adds an extra layer of significance to its theme – that of how authoritarian societies can develop.
Rainer is a civics teacher in a German secondary school. He is allocated the course on Autocracy, when he would in fact prefer to be teaching the course on Anarchy that his rather absent-minded and conservative colleague has been given. To spice up the course, he decides to conduct a living experiment in the class by fostering the growth of an autocratic society in the classroom. He changes the seating to break up existing groups or cliques and places weak students next to strong students to create an atmosphere of helping one’s neighbour. He establishes some simple rules of discipline such as standing up when speaking, addressing him as Mr Wenger and not Rainer and he also encourages them to wear the same clothes, asks the group to find a name for itself, a symbol and a gesture, etc. He asks them to support the school water polo team to which several class members belong. All seemingly positive and or innocent moves. After all, many colleges have uniforms, promote integration of students and like to emphasise certain formalities of behaviour. The result is that the students feel included in a project rather than excluded and a sense of unity arises that was missing before. In the early scenes, one of the few grating points is that the Anarchy class is seen as “them”, a clear use of another group as “the enemy”.
Rainer accompanies these changes with discussions on how such societies begin, usually in contexts of unemployment, social injustice and exclusion and how this situation is exploited by someone who harnesses the resulting negative energy into the creation of a new movement.
Everything seems to go well at first with his experiment – even the least willing students show a much greater motivation to come to class, the principal is supportive despite the misgivings of other teachers and most of the students are proud to form part of this new group and become very creative in suggesting ideas of how to advance the movement.
As you can perhaps anticipate, the rest of the film concerns the fact that from these beginnings the group develops into something that indeed resembles an autocratic society and starts to get completely out of hand as individual members take decisions that they think are supporting the movement but in fact lead to very serious and tragic consequences.
The film is a master class for students of NLP as to how anchors can be created with groups to produce desired effects (unifying them and ordering their behaviour) in a given context. We see how the students comment on how good they feel with the simple tips for classroom etiquette and performance that Rainer teaches, the compliance with which is always praised (reinforcing anchor) by the teacher. It is also notable how group unity improves and with it academic performance as the brighter students help the others. The trouble is that when the actions spread beyond a certain fixed context, their effects may not be so desirable.
And what is given up by the students for this new-found unity? The right to be unique, to think differently, to speak and dress as an individual. Where does the balance lie between class unity and individual freedoms? Do the ends justify the means? What is the teacher’s role when dealing with students who fail to distinguish between a class project (essentially a role play or simulation) and real life? All these issues come together in the dramatic conclusion.
Films like “The Wave” are excellent teaching resources as they introduce the concepts of social organisation and the rights, freedoms and responsibilities involved in surroundings familiar to the students. This German version is especially poignant given the country’s not so distant past and the existence of strong ultra-right minorities in certain parts of Europe including Germany itself. An added feature is the use in the film of modern technology to serve the cause. The students make My Space pages and other webpages for the cause, the cellphone is also essential and as we have seen this year with the protests in Iran, even Twitter is taking its place as a tool for communication.
We may live in modern times and the models we study of authoritarianism may be from the past but “The Wave” shows that they can occur at any time or place.
© Resourceful Teaching 2009
2. RT Week 2010
Once again we bring you a variety of workshops for teachers, to reflect, develop, grow and obtain ideas for the classroom!
Hoping you can join us,
Laura and Jamie
Workshop details
Monday 8 Feb am
How students really learn!
This practical session will explore the latest classroom research on student learning and give activities based on ideas from NLP on how teachers can make the most of their classes to facilitate student acquisition.
Monday 8 Feb pm
The teacher and sensory acuity… Learning to observe…
A lot of people have become very interested in facial expressions, non-verbal language and other paralinguistic features, after watching “Lie to me”, the American television series that premiered on the Fox network. In the show, Dr. Cal Lightman and his colleagues in The Lightman Group accept assignments from third parties (commonly local and federal law enforcement), and assist in investigations, reaching the truth through applied psychology: interpreting microexpressions, through the Facial Action Coding System, and body language.
In this workshop we will see how to use that information in a very practical way to improve communication with our students and facilitate their learning.
Tuesday 9 Feb am
The Art of the Question
Can we polish our question-making as teachers to elicit better learning? Can we help our students find questions which lead to more discovery and reflection. Through quizzes, games and other activities we will practise the skill of finding the right question.
Tuesday 9 Feb pm
Time Management…
Self- Management?
In this session we will see how self-management is essential to manage time effectively and efficiently. We will delve into topics such as delegation, trust, self-motivation and motivation of others.
We will reflect on how to set priorities, how to schedule and have goals. By becoming aware of how we use our time as a resource in organising, prioritising, and succeeding in our jobs as teachers, coordinators or heads of staff, we will learn how to “save” our energy to be active and vibrant when we get home after a long day at work.
Apart from the moments of deep reflection you will be getting very practical ideas to start using as soon as you finish the workshop.
Wednesday 10 Feb am
A 2010 map of the English speaking world
In these days of information overload and fast-changing technology, what can we expect our students to learn and know about the world of English language and culture? This session will combine general knowledge and language styles and registers to help us identity what is essential to know and what is purely interesting and of lesser importance for the classroom as we enter the second decade of the new millenium.
Wednesday 10 Feb pm
Literature, creativity, learning and fun
In this presentation we will be working with the theory of creativity, plus specific ideas to put into practice in the classroom. Assuming creativity can be learnt, we will see ways to help both teachers and students to become aware of the creative process and its application to language teaching and learning. We will also be reading poems by Benjamin Zephaniah and we will take delight in the production of Haikus.
Thursday 11 Feb am
Emotions and language learning
Damasio (1999) states that “There is nothing distinctively about human emotions since it is clear that so many nonhuman creatures have emotions in abundance; and yet there is something quite distinctive about the way in which emotions have become connected to the complex ideas, values, principles, and judgements that only humans can have ”.
In this workshop we will see how from a neuropsychological perspective, emotions are very important: they exist in our brain and are biological, apart from elaborated by culture.
We will also discuss the implications for English language teaching and learning and we will work with some very powerful ideas to tap into optimal emotional states to learn a language.
Thursday 11 Feb pm
Being fully present
Apart from NLP, there are a large number of complementary therapies and energy techniques being taught in the world today. Many of them are very old knowledge that has been rediscovered.
How are they relevant to the classroom? Can teachers integrate aspects of them into their work? This session will consider a variety of these techniques and give a special introduction to that of EMF (Electromagnetic field) Balancing which helps people to become fully present in their daily activities.
Enrolment
Each workshop lasts three hours. AM: 9.00 - 12.00 PM: 14.00 - 17.00.
Venue: Gallardo 719, Versailles, Capital Federal.
Please enrol by by e-mail: rtcourses@resourcefulteaching.com.ar
jamiearg@gmail.com or lauraszmuch@gmail.com
or by phoning (005411) 4641-9068
There are limited vacancies per workshop. Enrolment is only guaranteed by payment of fee.
Special Discounts:
Current RT Practitioner or Master Practitioner students 15% on the whole week
Five people enrolling together are eligible for a discount of 10% on the whole week
Students currently enrolled in Teacher Training College $30 per workshop
Note: Fees are not refundable but can be transferred to another course or to another student where applicable.
3. NLP Course in Spanish – February intensive
Curso de Programación Neurolingüística
A cargo de: Resourceful Teaching
Directores: Laura Szmuch - Jamie Duncan
El curso intensivo comprenderá los módulos 1 a 6, y se dictará los días 8 a 13 de febrero de 2010. El curso equivale a los primeros seis módulos del curso Practitioner en PNL, para seguir siendo cursado durante el año, una vez por mes.
Módulos y temas a cubrir:
Conociéndonos más y mejorando nuestra comunicación
Canales sensoriales
Lenguaje preciso
Anclajes
Descubriendo los recursos internos
Concientizándonos de los mundos internos de nuestros alumnos y respondiendo a sus programas mentales.
Aranceles y formas de pago
El arancel de cada módulo en forma individual: $240
El curso completo (los seis módulos): $1440
Si abonan con anticipación, los participantes tendrán los siguientes beneficios:
Opción 1:
En un solo pago:
Hasta el 30 de noviembre: $960
Hasta el 30 de diciembre: $1200
Hasta el 30 de enero: $1440
Descuentos especiales:
Cinco personas que se anotan juntas tienen un descuento del 10 %
Se les entregarán a los participantes cuadernillos de trabajo.
Está incluido el refrigerio del recreo de media mañana y de la tarde (café, té, mate cocido, etc., y bocaditos dulces y/o salados).Nota especial
En caso de cancelación de la inscripción NO se devolverá el dinero, pero se lo dejará como pago en futuras capacitaciones.
Docentes a cargo del curso:
Laura Szmuch- Lilly Spillman- Jamie Duncan
¿Qué es la PNL?
La Programación Neurolingüística es una serie de principios, actitudes y técnicas que nos permiten lograr el máximo de nuestras potencialidades. La PNL describe la dinámica entre la mente (neuro), el lenguaje (lingüística) y cómo ellos influyen en nuestras decisiones y conductas. Comenzó en Estados Unidos en la década del 70 con Bandler y Grinder quienes exploraron cómo modelar excelencia en el campo terapéutico.
La PNL está siendo utilizada actualmente como entrenamiento de habilidades comunicativas en las empresas con maravillosos resultados. También en el campo del deporte y salud. Aplicada a la educación, es una herramienta espectacular para que el aprendizaje fluya en forma natural, y también en casos donde ciertos bloqueos emocionales o intelectuales impiden el normal desarrollo del proceso de aprendizaje. La utilización de las técnicas de PNL aceleran el logro de objetivos, ayudando a los alumnos a alcanzar metas que ellos mismos fijan en forma altamente eficaz.
Los resultados de la aplicación de la PNL a las clases son espectaculares, ya que combinan el trabajo del docente que sabe cómo aprende cada persona en particular y adapta su metodología de acuerdo a esto, con un alto nivel de motivación por parte del alumno. De esta manera se intensifica la capacidad innata que tenemos TODOS los seres humanos de aprender cosas nuevas, y, sobre todo,
¡disfrutar el proceso!
(adaptado del libro:Aprendiendo inglés y disfrutando el proceso de Laura Szmuch, Ed. Dunken)
Para inscribirte o para más información: lauraszmuch@gmail.com
4. Single celebrity recognising brain cell
Ever wondered why students know all the gossip about their favourite celebrity and can’t keep any of the material you teach in their minds let alone become intrigued by something new from the coursebook? It could be due to the single celebrity recognizing neuron distracting their attention. More information has been released about this brain cell that was called a Halle Berry brain cell in 2005. The latest news is that recent experiments show that we can learn to control it. Yet one more step in our understanding of cognitive processes!
See the following links among others for more details: http://www.wired.com/wiredscience/2009/10/controlling-single-neurons/
http://media.caltech.edu/press_releases/12710
5. Calendar of Activities 2009
We are publishing below a list of the main events for Resourceful Teaching for the next few months. As each date gets closer we will give you more information and we will of course be updating the calendar with new dates as they arise.
30-31 October 2009 First International House Latin American Regional workshop, San Isidro, Argentina.
8 – 11 February 2010 RT Week, Buenos Aires, Argentina
8 – 13 February 2010 Curso de PNL, Buenos Aires, Argentina
April 2010 New Practitioner courses in English and Spanish begin
6. Workshops and Coaching
If you would like a workshop or training in your city or town, please contact us soon as we have only a few dates available on weekends each year and we are now getting enquiries for 2010.
We can offer you workshops as listed in the website www.resourcefulteaching.com.ar or design something especially for your needs. In English and in Spanish. Please contact jamie@resourcefulteaching.com.ar or lauraszmuch@gmail.com if you are interested.
Laura is also available for Coaching. If you wish to advance in your career or personal life and wish to design a plan of action to do so, why not have a coaching conversation with her. Contact: lauraszmuch@gmail.com
7. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit
To subscribe simply send a mail to: rtnews@resourcefulteaching.com.ar with your name and city stating 'subscribe' in the subject box. To unsubscribe, follow the same procedure but write the word 'unsubscribe'. We only send this e-magazine to those who have expressed the desire to subscribe by the above means.
To subscribe to the Spanish sister e-zine, send a mail to Laura at en.contacto.pnl@gmail.com
NB En contacto has different articles from those which appear in RT News and they are about NLP and other associated areas.
Visit our blog teaching resourcefully – nlp in the classroom
http://teaching-resourcefully.blogspot.com/
RT® Resourceful Teaching is a registered trademark.
Thursday 22 October 2009
RTWEEK 2010
All new workshops!
Once again we bring you a variety of workshops for teachers, to reflect, develop, grow and obtain ideas for the classroom!
Hoping you can join us,
Laura and Jamie
Workshop details
Monday 8 Feb am
How students really learn!
This practical session will explore the latest classroom research on student learning and give activities based on ideas from NLP on how teachers can make the most of their classes to facilitate student acquisition.
Monday 8 Feb pm
The teacher and sensory acuity… Learning to observe…
A lot of people have become very interested in facial expressions, non-verbal language and other paralinguistic features, after watching “Lie to me”, the American television series that premiered on the Fox network. In the show, Dr. Cal Lightman and his colleagues in The Lightman Group accept assignments from third parties (commonly local and federal law enforcement), and assist in investigations, reaching the truth through applied psychology: interpreting microexpressions, through the Facial Action Coding System, and body language.
In this workshop we will see how to use that information in a very practical way to improve communication with our students and facilitate their learning.
Tuesday 9 Feb am
The Art of the Question
Can we polish our question-making as teachers to elicit better learning? Can we help our students find questions which lead to more discovery and reflection. Through quizzes, games and other activities we will practise the skill of finding the right question.
Tuesday 9 Feb pm
Time Management…
Self- Management?
In this session we will see how self-management is essential to manage time effectively and efficiently. We will delve into topics such as delegation, trust, self-motivation and motivation of others.
We will reflect on how to set priorities, how to schedule and have goals. By becoming aware of how we use our time as a resource in organising, prioritising, and succeeding in our jobs as teachers, coordinators or heads of staff, we will learn how to “save” our energy to be active and vibrant when we get home after a long day at work.
Apart from the moments of deep reflection you will be getting very practical ideas to start using as soon as you finish the workshop.
Wednesday 10 Feb am
A 2010 map of the English speaking world
In these days of information overload and fast-changing technology, what can we expect our students to learn and know about the world of English language and culture? This session will combine general knowledge and language styles and registers to help us identity what is essential to know and what is purely interesting and of lesser importance for the classroom as we enter the second decade of the new millenium.
Wednesday 10 Feb pm
Literature, creativity, learning and fun
In this presentation we will be working with the theory of creativity, plus specific ideas to put into practice in the classroom. Assuming creativity can be learnt, we will see ways to help both teachers and students to become aware of the creative process and its application to language teaching and learning. We will also be reading poems by Benjamin Zephaniah and we will take delight in the production of Haikus.
Thursday 11 Feb am
Emotions and language learning
Damasio (1999) states that “There is nothing distinctively about human emotions since it is clear that so many nonhuman creatures have emotions in abundance; and yet there is something quite distinctive about the way in which emotions have become connected to the complex ideas, values, principles, and judgements that only humans can have ”.
In this workshop we will see how from a neuropsychological perspective, emotions are very important: they exist in our brain and are biological, apart from elaborated by culture.
We will also discuss the implications for English language teaching and learning and we will work with some very powerful ideas to tap into optimal emotional states to learn a language.
Thursday 11 Feb pm
Being fully present
Apart from NLP, there are a large number of complementary therapies and energy techniques being taught in the world today. Many of them are very old knowledge that has been rediscovered.
How are they relevant to the classroom? Can teachers integrate aspects of them into their work? This session will consider a variety of these techniques and give a special introduction to that of EMF (Electromagnetic field) Balancing which helps people to become fully present in their daily activities.
Enrolment
Each workshop lasts three hours. AM: 9.00 - 12.00 PM: 14.00 - 17.00.
Venue: Gallardo 719, Versailles, Capital Federal.
Please enrol by by e-mail: rtcourses@resourcefulteaching.com.ar
jamiearg@gmail.com or lauraszmuch@gmail.com
or by phoning (005411) 4641-9068
There are limited vacancies per workshop. Enrolment is only guaranteed by payment of fee.
Special Discounts:
Early enrolment
Current RT Practitioner or Master Practitioner students 15% on the whole week
Five people enrolling together are eligible for a discount of 10% on the whole week
Students currently enrolled in Teacher Training College $30 per workshop
Note: Fees are not refundable but can be transferred to another course or to another student where applicable.
More info:
http://www.resourcefulteaching.com.ar/
Tuesday 15 September 2009
Making Reading Sacred
By Frederic and Mary Ann Brussat
http://www.spiritualityandpractice.com/books/features.php?id=10900
As anybody who follows our book reviews on this website has probably guessed, we truly enjoy reading. Reading is one of the ways we practice gratitude, meaning, hospitality, openness, and enthusiasm, and we commend it to you.
You may pick up a new book seeking knowledge on a subject that fascinates you. Or you may feel like exploring an alternative world created by a novelist. When your reading also exercises your faith, fires your imagination, stirs your soul, and expands your circle of compassion, it becomes a sacred activity.
Here are some practices we’ve used to deepen our reading experiences.
• Before you open a book, take a moment to give thanks to God for gifting its creator with the time, energy, creativity, and cooperation needed to make it possible for you to read it now.
• Treat the space where you are reading as a sacred place. Try to eliminate all distractions. Turn off the phone. Close the door. Make a commitment to focus all of your divinely endowed energies of attention and imagination on the text.
• Be a good host to the author. Let go of attitudes that might limit your receptiveness. Forget what you’ve heard about the book so you don’t prejudge it. Don’t expect the author to live up to some standard you’ve established. Instead, just be open to the words, the characters, and the messages as they unfold. Allow yourself to be surprised.
• Don’t rush. Books are meant to be savored like a delicious meal. If you hurry, you may miss some of the important nuances and the subtle textures the author has worked hard to include.
• Be patient with the book. Sometimes you won’t get the author's meaning right away. Maybe, as happens when you are talking with someone, you won’t realize what was meant until you think about it later. If so, go back and reread that section of the book. There’s no rule that you only get one pass through the pages!
• Have a conversation with the author as you read. Underline passages that catch your fancy. Or, if you are reading a borrowed book or a library copy, copy favorite phrases into a notebook. Consider your underlines and notes as the equivalents of standing ovations at a musical performance. Know that a heavily notated book is one that you have taken to heart.
• As you read, notice and relish all the ways that the text speaks directly to you. It may remind you of something you are feeling, some need or yearning. More often than not, God gives us the books we need at just the right time to challenge or comfort us.
• Pause periodically, just hold the book, and allow yourself a moment of reverie. Let your senses come alive after reading a particularly apt description. Harvest the memories a turn of a story brings to mind. See if you identify with what the author or a character is feeling.
• The writings of religious and spiritual teachers, biographies of admirable people, even many novels are good medicine for our souls. They give us the courage to face the truth about ourselves, including any darkness within us, and to endure pain, suffering, and death. Consciously seek out moral mentors in your reading. Let their experiences become a source of inspiration and healing for you.
• Reading a good book is such a joy. Spread that joy around. Send a letter via the publisher to the author or the editor. Write a mini-review and post it where the book is described at one of the online bookstores such as Amazon.com, BarnesandNoble.com, or Borders.com.
• Finally, when you get together with people, talk about what you are reading. Demonstrate your love by passing on a book that is special to you. One of the very best ways to make reading sacred is to use it to create deeper connections with your family, friends, and community.
Sunday 12 April 2009
What is NLP??
Robert Dilts with you...
http://www.youtube.com/watch?v=MCEFD4a6524
Warmly
Jamie and Laura
Wednesday 4 February 2009
Educating for the future – according to the experts.
Alvin TofflerA very interesting article was published in the supplement of La Nación newspaper of 1 February in which Alvin Toffler, futurologist and expert in social and cultural trends, talked about the world which is coming. The author of Future Shock and the Third Wave, among other books, spoke about the underground tendencies that give direction to mankind and its future on this planet. He explained that we are in the middle of a shift on Earth from societies which evolved as a result of the Industrial Revolution, societies based on the production line, on the mass migration to big urban centres, to the rise of corporations and to the prevalence of bureaucracy. The change is towards a post-industrial model of society, which he calls “The Third Wave” and which he insists will not emerge in a linear or systematic fashion. Moreover, the fact that some present societies are still adjusting from the agrarian societies of the First Wave to the industrial ones means that having then to suddenly incorporate concepts from the new model will make the transition less than easy.
Throughout the article Toffler emphasises the role of education in society and says that countries will have to reform their education systems to prepare students for the changes in work and society that have already arrived and will be occuring with increasing speed. He says that the educational models in the world have been those which gave students the tools to work in factory-like conditions and were based on the assembly line technique. He states that this model is no longer applicable either to the sorts of work and roles humans will fulfil in the future or to the needs and interests of children whose access to the world has been exponentially widened with the advent of the Internet. Schools, he feels, will have to blend what students need to learn in school (such as basic tools for learning) with what they can pick up online. The focus will be on developing skills and abilities which will be at the forefront of demand from future employers. Among these skills are the ability to assimmilate information, adaptability to change and the skill of taking quick decisions.
He envisages schools that stay will open 24 hours a day and have curricula that span across different disciplines and meet both the needs of each student and the businesses or employers who will hire them once they finish their schooling. He says that not only teachers will teach the students but also there will be much more interaction with experts in different fields who will come into school and show the students what they do and how they work in their field.
Has this new system of schooling been introduced anywhere? Toffler says with some evident regret that it has not been adopted by any country. He says many of the developing countries are either too busy integrating into the industrialised world or have not come to grips with the new realities in the world. He also suggests that teachers’ organisations are resistant to many such changes for fear of losing their jobs. Meanwhile, the changes are accelerating and students are finding that more and more of the skills they need are currently to be found outside the educational system.
Toffler interview: http://www.lanacion.com.ar/nota.asp?nota_id=1093953
Or http://yaerahoraenlaradio.blogspot.com/2009/02/el-profeta-del-manana-alvin-toffler.html
Howard Gardner’s latest book is on the “Five Minds of the Future”. In it he decribes the five cognitive skills that will be in greatest demand in coming years.
The first is the disciplined mind which needs to be learnt in school as you master the different academic disciplines. Then there is the synthesising mind which sorts out what is important from the information in a particular area, makes sense of it and can convey it to others. Third is the creative mind which helps us to innovate and make meaningful change.
The two other minds that will need nurturing in school are the respectful mind, which Gardner stresses goes beyond simply tolerating the other to cultivating respect, emotional and interpersonal intelligence to help us live in societies which contain a diversity of perspective and the ethical mind. This fifth mind is a more abstract and reflective mind which allows us to take a step back and assess our behavious in the light of our ethics and responsibilities.
More on Gardner’s latest work can be found at the following sites:
RSA lecture on the subject
http://www.teachers.tv/video/5452
Radio interview on subject http://wamu.org/programs/dr/07/07/19.php
Podcast
http://www.brr.com.au/event/1ACD/60122/27697/wmp/e39dcpuj7c
Howard Gardner (2007). Five minds for the future. Harvard Business School Press: Cambridge, MA.
Sunday 1 February 2009
February Courses - last places!
RT WEEK 2009
February 09 – 12
A rich selection of workshops to develop teaching and learning skills!
Workshop outlines
| RT WEEK 2009 | Monday 09 February | Tuesday 10 February | Wednesday11 February | Thursday 12 February |
| 9 to 12 | Upping the ante! - more advanced language! A brand new workshop on the latest in native speaker use. | Creating the person you want to be From a basis of the ontology of language, we look at how we can achieve the results we want in our professional and personal life. | The secret to inner drive and stamina How we can enhance the motivation and enthusiasm of our students. | Transforming authentic material Using models and ideas from the media and internet as springboards for language acquisition and practice. |
| | L u n c h | L u n c h | L u n c h | L u n c h |
| 14 to 17 | Neuroscience in action! Ways to maximise learning and the acquisition of language based on the discoveries of neuroscience research | Let’s take a swipe! Yet more advanced language A knowledge of culture can help us to understand subtle differences in the meaning of familiar words and expressions. | Observer or Doer? How to use some simple NLP techniques to start becoming the protagonist of one’s dreams. | Boosting motivation and creativity through drama An array of ideas that will inspire even the laziest and least artistic students. |
Enrolment
Each workshop lasts three hours. AM: 9.00 - 12.00 PM: 14.00 - 17.00.
Venue: Gallardo 719,
Please enrol by phoning (005411) 4641-9068 or by e-mail: rtcourses@resourcefulteaching.com.ar
jamiearg@gmail.com or lauraszmuch@gmail.com
There are limited vacancies per workshop. Enrolment is only guaranteed by payment of fee.
Curso de Programación Neurolingüística
A cargo de: Resourceful Teaching
Directores: Laura Szmuch - Jamie Duncan
El curso intensivo comprenderá los módulos
Módulos y temas a cubrir:
- Conociéndonos más y mejorando nuestra comunicación
- Canales sensoriales
- Lenguaje preciso
- Anclajes
- Descubriendo los recursos internos
- Concientizándonos de los mundos internos de nuestros alumnos y respondiendo a sus programas mentales.
Docentes a cargo del curso:
Laura Szmuch- Lilly Spillman- Jamie Duncan
¿Qué es la PNL ?
Los resultados de la aplicación de
¡disfrutar el proceso!
(adaptado del libro:Aprendiendo inglés y disfrutando el proceso de Laura Szmuch, Ed. Dunken)
Para más información: lauraszmuch@gmail.com
En febrero… ¡el curso que estabas buscando!
Curso de presentaciones eficaces
16-19 de febrero
En este intensivo de cuatro días para educadores, coaches, counsellors y todo aquel que habla en público, cubriremos tanto teoría como práctica para maximizar tu potencial como presentador efectivo.
Preparación de tu presentación - diferentes estilos y posibilidades.
Nutriendo la voz
Cómo redactor propuestas para congresos y otros eventos
Comunicándonos con diferentes tipos de audiencias
Conociendo y preparándote para un determinado tipo de público
Manejo de la tecnología
Cómo manejar situaciones inesperadas y situaciones temidas
Cómo optimizar tus estados internos
Movimientos y gestos
Uso del espacio
Uso del humor
Compartiendo el scenario
Entre otros…
Presentaciones eficaces
Temario
Objetivos de las presentaciones
Tipos de presentaciones (definición y distinciones)
El presentador efectivo y no efectivo
Aspectos de una buena presentación
Adquisición de recursos
Cómo escribir una biodata
Trabajo sobre la voz y la respiración
Llamados a ponencias
Propuestas para congresos
Material impreso para participantes
Preparación de la presentación: objetivos, selección de material, manejo de tiempos, pasos
Canales sensoriales, hemisferios derecho e izquierdo
Material durante la presentación: cuadernillos, powerpoint, etc
Presentaciones individuales o conjuntas
Diferentes tipos de audiencias
Trabajo interno sobre inseguridades en el escenario
Manejo del espacio, movimientos, gestos, contacto visual, lenguaje verbal y no verbal
Manejo de la tecnología
El uso del humor
Manejo de estados internos
El curso dura cuatro días. Tiene muchísima práctica, y, sobre todo, trabajo sobre uno mismo, percepciones, creencias, postura corporal, uso apropiado de la voz.
Ideal para docentes, coaches, counsellors, presentadores en congresos, talleristas, estudiantes, y todo aquel que en algún momento tiene que hablar delante de un público.
Fechas: 16-19 Febrero 9.00 – 17.00
Para más informes o para registrar: