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ByEdMo   posted on10 Jan, 12 2358 Views 0 Comments Regular Feature Add to favorite

In what way Neuro-Linguistic programming help teacher by encouraging them to examine what they already do and why they do it

Dear Manish Bansal,

Neuro-Linguistic Programming (NLP) offers valuable tools for examining the unconscious processes involved in teacher thinking, and the behaviours that are both enabled and limited by that thinking. Here are just a few of the areas of teacher thinking that profoundly influence educational processes.

Teachers operate from a set of unexamined beliefs about the nature of teaching and learning, about knowledge,and about the purpose of education itself.

Teachers operate from a set of unexamined values both personal and professional. Often, personal values conflict with values of the institution, administrators, and even with a teachers own values regarding students.

Teachers unconsciously describe their work in a variety of metaphors gardening, weaving, coaching, sculpting or filling empty containers. The landscape of human knowledge becomes something to be covered ostensibly with the idea of picking up bits of that knowledge along the way. Each metaphor unconsciously creates a frame in which some behaviours are supported and others are prohibited.

Teachers live within a particular worldview one that has become so natural that it is rarely questioned. Students who have the audacity to question that worldview are often seen as disruptive because, in the teachers mind, any other view of the world is literally unthinkable.

There is an assumption of agreement about the meaning of such simple educational buzzwords such as teach, learn, understand, accountability, and success. When educators are forced to actually define those words, it becomes apparent that agreement often ends with their pronunciation! What does it mean to understand? How is that reflected in assessment?

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