Applying NLP techniques for learning difficulties is a common practice among therapists working with children and adults. Still, due to the fact that the teacher and the parents are usually the closest persons to the child – they have the strongest connection with him, they also have the biggest credibility. As such, applying these techniques and strategies to the child may deliver greater success than even the most experienced therapist would get. Here are some aspects that a teacher needs to consider when approaching learning difficulty situations:
1. Identification of Learning Strategies: Understanding the student’s current learning strategy is crucial. Teachers can ask questions such as:
– What is the student’s present strategy?
– What is the goal of this behaviour or strategy?
– Which aspects of the existing strategy are effective and which are not?
– Can the student reach their goals with the available resources?
– What additional resources or skills are needed?
– In what context would the current technique be more effective?
2. Swish Pattern: This involves visualizing a negative habit and replacing it with a positive one. For example, a student who gets easily distracted might visualize the distraction and then “swish” to an image of focused and productive study time.
3. Dissociation: Mentally separating from a challenging learning situation can reduce anxiety and provide a clearer perspective. This involves visualizing the situation as an observer rather than a participant, allowing for more objective analysis and response.
4. Anchoring: Associate positive emotions with physical gestures in order to strengthen the resolve of the learner’s confidence for tests or for surpassing difficult situations.
4. Chunking: Breaking down complex information into smaller, manageable chunks can simplify learning. NLP teaches individuals how to organize and sequence information according to their cognitive strengths.
Here is an example of a technique for anchoring a positive emotion done in order to help a student associate the experience of not getting the right answer to a question with a state of calm, reducing anxiety and promoting a positive learning environment.
Preparation:
1. Identify the Anchor: Choose a simple, discrete physical action that the student can easily perform in any situation. For this technique, we’ll use squeezing the thumb and forefinger together as the anchor.
2. Establish the Calm State: Ensure the student has a clear, strong memory of feeling calm and relaxed. This will be the basis for creating the anchor.
Steps:
1. Recall a Calm State:
– Ask the student to sit comfortably, close their eyes, and take a few deep breaths to relax.
– Guide the student to recall a specific time when they felt very calm and relaxed. This could be a time they were at the beach, reading a favourite book, or any other peaceful memory.
– Encourage the students to fully immerse themselves in this memory, paying attention to the details: what they saw, heard, and felt. The goal is to make the calm state as vivid and real as possible.
2. Intensify the Calm Feeling:
– As the student becomes more immersed in the calm memory, ask them to rate their level of calmness on a scale of 1 to 10. Encourage them to intensify the feeling, aiming for a 9 or 10.
3. Set the Anchor:
– When the student reaches a peak state of calm (9 or 10), instruct them to gently squeeze their thumb and forefinger together.
– Have them hold the squeeze for about 5 to 10 seconds, then release.
4. Repeat and Reinforce:
– Guide the student to come out of the calm memory and return to the present moment by opening their eyes and moving around a bit.
– Repeat the process of recalling the calm state, intensifying the feeling, and setting the anchor (squeezing the thumb and forefinger together) several times. This repetition helps to strengthen the anchor.
5. Test the Anchor:
– Once the anchor has been set and reinforced, test it. Ask the student to squeeze their thumb and forefinger together and notice if the feeling of calmness returns. If not, repeat the steps to strengthen the association.
6. Apply the Anchor to a Learning Situation:
– In a low-pressure setting, present the student with a question that they may not know the answer to.
– When they recognize they do not know the answer, remind them to use their anchor by squeezing their thumb and forefinger together.
– Encourage them to take a deep breath and allow the feeling of calm to wash over them, reducing any anxiety about not knowing the answer.
7. Practice Regularly:
– Incorporate regular practice sessions where the student intentionally uses their anchor in various learning situations.
– Gradually increase the difficulty of the questions or scenarios to ensure the student can maintain calmness even under more challenging circumstances.
Follow-Up:
– Reflection and Adjustment: After a few weeks, meet with the student to reflect on their progress. Discuss any challenges they faced and make adjustments to the technique if necessary.
– Positive Reinforcement: Celebrate small successes to reinforce the effectiveness of the anchoring technique and encourage continued use.
– Integration into Daily Routine: Encourage the student to use the anchor not just for learning situations but in any scenario where they feel anxious or stressed, thereby strengthening the overall impact of the technique.
By consistently applying this anchoring technique, the student can learn to associate not getting the right answer with a state of calm, ultimately fostering a more positive and productive learning experience. During our NLP Teach Course, you will receive first-hand experience in setting useful anchors for your students as well as dismantling the ones that are not productive. Also, you will learn how to apply many techniques for learning difficulties. Join us in Brasov this summer for a fantastic journey.