TEACHING EXCELLENCE
Using NLP for Teaching and Learning

An introduction to Neuro-Linguistic Programming for teachers aligned to the Australian Professional Teaching Standards.

Positive Behaviour management using Neuro-Linguistic Programming

It's every newly qualified teacher's first concern and it's an area about which even the most experienced teachers are never complacent - how to control their classes. This teachers PD called Teaching Excellence: Using NLP for Teaching and Learning is an introduction into the fundamentals of Neuro Linguistic Programming and how it can be applied in the classroom. The practical skills and techniques will help teachers manage their own emotions and that of their students, in this way teachers create an atmosphere of co-operation and respect.

This course is about developing excellence in the classroom. Its about personal effectiveness and developing highly effective communication skills. NLP knowledge has assisted many teachers in getting the best out of themselves and the students they teach. The type of knowledge that NLP represents is more about the ‘how to’ rather than the ‘what’. In a way NLP is a technology for the mind. It provides teachers with tools and techniques that can help them meet the challenges of interpersonal and intrapersonal effectiveness.

During this Teachers Professional Development course you will learn about.

What is NLP?: Learn more about Neuro-Linguistic Programming and how it can be applied in education.
The NLP Communication Model: understanding why communication goes well and why it doesn’t
NLP Presuppositions, The Principles for Success: The Mindset for becoming an Outstanding Teacher.
Observing People: Build your Sensory Acuity skills and understanding of how your students might be thinking and feeling.
Using Non-verbals: Learn how to use your body language consciously to influence your students behaviour and participation.
Parable of the Porpoise: Enhance your ability to work with difficult students.
Language of Choice: Set clear boundaries and challenge students to take responsibility for their decisions and actions.
Power of Praise: Learn the most effective ways to give praise, including peripheral praise, the power look and embedded naming.

Anchoring: Being at your best, how to manage your state and be cool, calm and collected.
Spatial Anchoring: Set anchors to elicit learning states in your studnets like, curiosity corner, thinking space, and creativity zone.
Metaphors: Get your message across by appealing to the unconscious mind
Musical Magic: Creative positive learning states with your classes by using the power of music.

The course starts with the fundamentals of NLP; learning the mindset for success and the NLP presuppositions. These useful assumptions come from the premise that we can't change anyone else's behavior, we can only change our own. This applies to the students we teach and any other adults we interact with as well. By adopting some key principles, developing our senses and picking up on the subtle signs and signals that students display. Teachers can be more responsive to the needs of their classes and use preventative strategies to keep students on track.
The course covers how to build effective relationships by using verbal and non-verbal techniques. It also cover the Language of influence, how teachers can use linguistic patterns to influence, manage and inspire their students. The last part of the course is all about the stage craft of teaching. It's about creating an environment to engage students at a deeper level using anchoring, spotlighting and music.

Teacher's Professional Development aligned to the Australian Professional Teaching Standards:

By the end of this professional development course teachers will:

Be able to use verbal and non-verbal communication to build rapport and support student participation, engagement and achievement. (3.5.2)
Be able to ask questions that challenges a students faulty thinking and supports student understanding, participation, engagement and achievement. (3.5.2)
Know how to use praise effectively to support student participation, engagement and achievement. (3.5.2)
Be able to use the Satir categories to communicate more effectively and support student understanding, participation, engagement and achievement. (3.5.2)
Be able to use linguistic patterns to support student understanding, participation, engagement and achievement. (4.1.2)
Be able to use predicate words to build rapport to support student understanding, participation, engagement and achievement. (4.1.2)
Be able to create their own anchor, manage their internal state to support student understanding, participation, engagement and achievement. (4.1.2)
Be able to set up spatial anchors which support student understanding, participation, engagement and achievement. (4.1.2)
Develop their sensory acuity skills to interact, understand, engage and support all students. (4.1.2)
Be able to use praise effectively to interact, encourage and engage with students positively.
Be able to build rapport quickly and establish positive interactions to support all students. (4.1.2)
Be able to set up their own anchor, manage their internal state to interact and engage with students positively. (4.1.2)
Be able to use Spatial anchors to create an environment where time is spent on learning tasks. (4.2.2)
Be able to create anchors for themselves and their students which help manage challenging behaviour. (4.2.2)
Be able to use Spatial anchors to create an environment where time is spent on learning tasks. (4.2.2)
Be able to create a metaphor that creates an environment where student time is spent on learning tasks. (4.2.2)
Be able to use sensory acuity and calibration skills to establish what a student might be thinking and feeling, to address discipline issues promptly. (4.2.2)
Be able to use matching and mirroring techniques to manage student behaviour. (4.3.2)
Be able to create anchors for themselves and their students which help manage challenging behaviour. (4.3.2)
Be able to use linguistic patterns to address discipline issues promptly, fairly and respectfully. (4.3.2)
Be able to use the Language of Choice method to manage challenging behaviour and addresses discipline issues fairly, promptly and respectfully. (4.3.2)
Be able to use praise effectively to manage students behaviour and address discipline issues promptly. (4.3.2)

“You are the bows from which your children as living arrows are sent forth.”
—Kahlil Gibran

Do you need registered PD?

The NLP for Teachers: Highly Effective Teaching course will meet your PD requirements!
This course can be done online or face-to-face and is accredited by NESA and TQI. The NLP for Teachers: Highly Effective Teaching course will contribute 7 hours of Registered PD addressing 3.5.2, 4.1.2, 4.2.2 and 4.3.2 from the Australian Professional Standards.
In NSW these PD hours will go towards teachers maintaining Proficient Teacher Accreditation.

Matthew Beeston

Trainer and Teacher.

With over 20 years in the public sector Matt has gained considerable experience as a lead teacher, coach and manager. Matt was recognised as an outstanding teacher gaining Advanced Skills Teacher status in the UK. Having worked at senior level for many years he's aware of the challenges that teachers face in evolving their practice with the needs of their students.
Matt delivers professional development training to groups and schools. He incorporates Neuro Linguistic Programming (NLP) techniques into his programs, is a NLP Master Practitioner and Trainer and qualified teacher. His passion for education has seen him work in schools as an educational coach.