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It means that (1)someone handed a chocolate bunny to a child, that the (2)child immediately bites the eyes off of the chocolate bunny, and (3)screams (4)"stop looking at me"

If we add any extra meaning to that then its just a projection of the imagination, or in NLP terms "mind-reading" obviously this is a very simple set of observations, and the fact is we need to be aiming for the blatantly and simplified obvious, to keep within the scope of what is actually happening.

Thanks,

J

It means that the child concerned has not been properly taught never to speak with their mouth full

Oh dear, we have wandered slightly off-topic, have we not?

Back to our regularly scheduled programming very soon...

Phil

Hi Phil! So good to hear from you again! Welcome back!
(I was wondering what had happened to you...)

I loved the idea of a march in the classroom! I think I'll give it a try!
I hope I can I find the "March of the toys" somewhere on the internet.

Chris

Hi, Chris. It's so nice to hear from you.

Life has been strange, busy, and somewhat challenging, so I am posting less these days.

I also told a friend the other day that most of what I'm doing right now is practicing the following patterns over and over to get really good at them:

1) Use of Milton Model in the context of classroom management
2) Kinesthetic Anchoring for optimal learning state
3) Meta Model to help students discover what they know and don't know, and build their learning experience
4) Reading Eye Accessing Cues to better understand students' individual internal accessing of information

So, I don't really have too much new to post these days--I'm just practicing these four things over and over and over, until I get really good at them!

If anyone has any suggestions for me, I'm always open.

Phil

Hello again,

what you're doing sounds absolutely intriguing, Phil! What we do for the kids at school are steps that take us higher and higher on the level of "evolution"...Whenever I learn something new, I can feel it slowly moving deeper and deeper inside me, eventually changing my whole self. It's strange how I'm still "working" on ideas that I came across maybe 15 years ago when I took a teacher training course at the British council...
Do you want to know what I've been doing all this time? Thinking. Of taking an NLP course in London. Still can't make up my mind. You can call me a coward, you can call me a chicken, and I probably am. I'm scared, really scared. Of going to London all alone. I somehow know the course will be a life-changing experience for me (maybe this is scary too...!) Still, I keep finding obstacles in my way...
So if you have any suggestions, I'm open...

Hi, Chris!

I plan on taking my prac this summer one way or another! It just depends on who wants my money more!!! I have a couple of reasonable options, I think.

The problem with some of the practitioner's trainings in the States is that they are geared for people who want to train on the weekend over a series of months. Being a teacher, I wish to do it in an intensive fashion!

NLP Comprehensive has an excellent reputation, and a great roster of trainers. The information for the summer institute is here.

And of course, Steve Andreas is a regular poster on NLP Connections!

Boulder, Colorado is beautiful, I hear.

Phil

Barbara Stepp - Excellence quest is doing a practitioner in Chicago this summer I think - this is an intensive course
Kate

Kate, how funny! I just sent you a pvt. message about Barbara Stepp.

Phil

Hello, all!

OK, it was a simple one, but it worked yesterday...

A student, being somewhat belligerant and off-task yesterday...I simply walked up to him and said (with a raised eyebrow), "how soon will that pencil begin to move on that paper? In a minute, or thirty seconds, or...now?"

Sometimes those simple things work the best!

Hope you're all having a great day!

Phil

I have a question today about eye accessing cues...

I had one student in particular, when accessing a bit of information, was using synesthesia, but the angle at which her eyes went would vary slightly as I reworded the question each time.

What do you all think this indicates? It made for some very interesting observations for me this morning!

Phil

Hello Christine

Are you going to give yourself this amazing experience for Christmas? What a wonderful time you will have when you go on the NLP course!

I am a real country girl and hadn't been to London for years so when I went on the Paul Mckenna Training NLP practitioner course I was so surprised how lovely and easy London was, how many friends I made, how much I learnt, how even more enthusiastic I became and what total fun I had. I put scented flowers in my hotel bedroom and planned to read my books but most nights we got together and went out for something to eat. I had the best time, I even drove an open topped Ferrari around the streets of London on phobia day which dispelled all my fears about driving. When I arrived home I bought a sports car - a spider of course! I am having even more fun, using what I learnt and have been back to London lots of times since to learn more NLP, visit exhibitions, see friends and have fun.

I think Kate Benson has a course that would suit you and it runs in a great part of london.

go go go

Hi Carol
I am so glad you had a good time in London and thanks for reminding folk that sometimes it is good to go somewhere new to learn! Next time you are in London drop by and see me.

I thought I would go back to Phil's latest wish list!

1) Use of Milton Model in the context of classroom management

A couple of really good ways to use Milton patterns in the classroom are in lesson set up and endings. Rather than think about the lesson plan - go in this sequence - state - process - content.
Write out your objectives using Milton patterns. Read them afew times andthen just go for it. Chances are you will only cover 50% but this is 50% more than previously. The more you do it the easier it gets and the better the learning flows!

For example; Hi everyone, its really great that you are here with me in this room on ( monday) and this means that you can have a fantastic time learningnew things, because the more you begin to pay attention to my voice now the faster you can learn......and the more fun you easily find you are having right away. Mr Jones was telling me what a great job you did helping each other yesterday and I know that as you begin to relax into this lesson and enjoy learning things just get easier and imagine all the fun you can have with these new learnings now.........

2) Kinesthetic Anchoring for optimal learning state

Kinesthetic anchoring is problematic in the classroom. It measn basically that you have to anchor one to one and yo uahve to touch astudent. Not always a goodidea - and depends on the relationship. Much more useful are spacial, visual and auditory anchors, music is great, and work out what to anchor where in the classroom for maximum learning.

3) Meta Model to help students discover what they know and don't know, and build their learning experience

The Meta model is recursive and most useful in the classroom for sleuthing. I use it to get students out of being stuck. for example - 'I can't do this' Pace - Yes that's right - you can't do this yet! ( magic word yet!)
What stops you? Imagine if you had just done it, and you are now your own coach, what advise can you give yourself as to how to get started?
The Meta model is also great for creativity

4) Reading Eye Accessing Cues to better understand students' individual internal accessing of information

Watch, calibrate, watch calibrate Then match your language to how they are processingat this moment.

Kate

Forgot to say
Hey Christine - you come to London and I promise we will take really good care of you. Just ask any of my students - we are lovely people honest!

My hunch, not having observed this, is that "you" are noticing the fine distnctions people can make and manifest in, not necessarily their eye accessing, but perhaps the location, distance, etc. of their submodalities, after accessing. If I were to observe this, I would be in a better position (so to speak) to give a better "think".

John La Valle

How important are eye-accessing cues, anyway? I, as a salesman, who will become better come the end of February, pay a lot of attention to the words they lean on heavily or their body language when I point something out. For example, when I'm talking about the car and they lean heavily on words concerning space and roominess, then I know that's what they are looking for in a vehicle and point out ad nauseum the space, how it has more space than brand ABC, etc. Or, if I haven't gotten there yet I will notice a shift in their posture and their faces usually light up when I "stumble" upon their trance words. The same holds true when I'm negotiating with them. So, how would eye accessing cues add anything here?

Thank you Carol and Kate, thank you!!

Thanks Kate,

I found your post really helpful and thought provoking.

I am trying to get some funding to get your educational pack soon. Hopefully it will come through just fine.

Cheers!

WOW! Thanks everyone, for your contributions to this mile-long thread!

Kate, what about kinesthetic anchors which would not involve touching the student, but for instance involve the student assuming a particular posture, gesture, etc.? Are those considered spatial anchors?

John, thank you for your comment about eye-accessing cues.

Tony, eye accessing cues are only as important as they serve the purpose of:

1) helping me to more accurately understand the student's internal process, so that I can shape the instruction at that moment through the use of my language patterns and choice of approaches.

2) helping the student be aware of how they access information most easily, so that they can begin to "input data" in the most productive ways which will allow it to be re-accessed easily later.

Make any sense?

Kate, as far as my wish-list, yes, we are in agreement, I think! I often:

use Milton Model as what we refer to in education as the "anticipatory set."

use the Meta Model for "sleuthing," as you say. It's funny, when I'm doing it, I sometimes imagine myself and the student traveling through a maze, and making choices as we go, left, right, reflecting on answers, shaping our next turn based on current information...

And yes, Kate, calibrate, calibrate, calibrate! Not so easy a task when one teaches about 600 students in a weeks' time, but basically I focus on the one I'm with at the moment...

Thank you again, everyone for contributions. I'm looking forward to more!

Phil

Hi folks, I wholly recommend Kates courses. I learnt loads of useful stuff which works in the classroom and laughed lots too. And she did take really good care of us when we were there. She provides, in my opinion, absolutely top notch training (definitely worth travelling for). And for me, importantly, I didn't just leave with good feelings, I left with real skills that I could apply to the effect I want in the classroom.
Recommended, you bet!

simon