Lesson Plan Template s9

Curriculum Area of Focus: Lessons 1- 8 Communication

Grades: 11 & 12

Developed by: Lee Griessel Lizelle Visagie Heidi Steyn

Lesson 1: Communication Model Lesson 2: VAK – representational systems Lesson 3: Meta Modalities Lesson 4: States – Primary States Lesson 5: Perceptual Positions Lesson 6: NS Principles of effective communication Lesson 7: Open – revision Lesson 8: States as Meta States (States about States)

Lessons 1-8 Cover page 1 ISNS School Project ® 2012 Lesson Number and Title: 1- Communication Model

Concepts to be taught:

The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.

The map is not the territory. People respond according to their maps. We respect each person’s model of the world. There’s an abundance of personal resources, plenty for all.

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below. At the end of the lesson, the learners should be able to: • Define Communication • Describe the basic communication process Outcome1: What the communication model is Outcome 2: Learners to look at how we experience the same thing differently. How we are the same and yet different Outcome 3: How our beliefs/ values etc influence our results and behaviours. Look at how we make maps of one event in different ways.

Brief Notes for Teacher: Structure of Presenting:

Neuro-Linguistic programming is a communication model. It was modeled from three world-class communicators and created by a linguistic and a young computer student. The NLP model was developed as they used the tools of Transformational Grammar and computer science to model how we communicate within ourselves to create our sense of reality and how we communicate to each other to create relationships, understanding, and our various experiences.

Content:

Lesson 1: Communications Model 2 ISNS School Project ® 2012 1) Communication is at essence a mapping-process.

We are mappers. We take the events and happenings in the world “out here” beyond our nervous systems and bring them “inside” via neurological and mental mapping. Yet as we map things from without to inside we delete lots of stuff, generalize things, and distort things. These are the three modeling processes of NLP.

We communicate on our insides to our self by re-presenting on the theater of our mind what we have seen, heard, and felt out there. This gives us “the languages of the mind.” The control knobs for what plays inside our minds involve the sensory languages of visual sights, auditory sounds, and kinesthetic sensations. We “make sense” of things with our senses by internally processing information and representing such as movies in our mind.

We communicate using these languages of the mind, the languages that we use to create our cinemas that we play out on the theater of our mind. So the languages of the mind are our  Sights (visual)  Sounds (auditory)  Sensations (kinesthetics)  Smells (olfactory)  Tastes (gustatory)  Language (words, linguistics, symbols)

There is a tremendous difference in the speed of speaking and thinking. Most people talk between 100 and 150 words a minute, but how fast can thought go? I can read at 3,500 words a minute. There are some who can read at 10,000 words a minute. That means the mind can go hundreds, even thousands of times faster than the tongue! That gives a lot of time for us to be thinking about a conversation even while we are in the midst of it.

Lesson 1: Communications Model 3 ISNS School Project ® 2012 2) Communication occurs verbally and non-verbally.

We learn how to communicate. Communication results is the union of two people (co-) that results when messages sent and messages received are shared. The communion of two or more people sharing an experience or awareness through the exchange of verbal and non-verbal signals. The state of connecting and relating with understanding.

Communicating is more than talking. We can talk and not connect. It is also more than understanding another. We can understand and not relate. In communicating we send and receive messages from another. We take the symbolic signals of another and process them within our mind to “make sense” of them. We then respond in a way that seeks further clarification so that we come to understand another as we represent in our mind a close approximation of what the other has in his or her mind.

Linguistics begins with the sensory languages and then moves to the meta- representation system that we call language. To communicate effectively we have to listen for the representations and mentally processing in the other person. The tools of our trade as communicators is what we say (our words, concepts, ideas) and how we say them (all of the non-verbal dimensions).

3) Communication creates states and we communicate from state to state.

The movies and language we use in our internal movies sends messages to our neurology and nervous system to create our mind-body states. And given that we are always in a state, we are always communicating to ourselves, consciously and unconsciously to create our states.

What and how we communicate to ourselves creates our states and state management (or emotional intelligence). Our processing of information induces us into mind-body-emotion states, neuro-linguistic states.

We communicate from the state we are in to the states that others are in. And, the quality of our life is the quality of our states. We have two royal roads: mind and body or thinking and acting: we can remember a state, create a state, and

Lesson 1: Communications Model 4 ISNS School Project ® 2012 model a state.

As we communicate to others we are simultaneously communicating to ourselves because we are playing and replaying our own mental movies. And as we communicate we are inducing states.

4) All communication is filtered.

If we communicate from our states to the states of others, all communication is filtered. We never “hear” or “see” each other naively and simply. We hear what we hear depending on all of the things in the back of our minds and our states. It is filtered by our —

 Values and beliefs  Understandings and knowledge  History and memories  Imaginations and anticipations  Meanings and frames  Meta-programs and meta-states  Sense of self and capabilities  etc.

That’s why we never know what another person has heard and therefore what we have communicated. The meaning of our communication is the response we get. No wonder then that it is easier to mis-communicate than to communicate!

Lesson 1: Communications Model 5 ISNS School Project ® 2012 5) Communication is layered with multi-dimensions.

We do not just communicate at one level, but multiple levels. This is true of our own self-communications, it is also true when we attempt to communicate to each other. Behind the overt messages there are layers of communication in the back of our mind. We have frames within frames of ideas, meanings, and emotions.

When self-reflexivity enters the picture, we have layers and layers of communications going on in our minds. Self reflexivity is when we reflect back as in a mirror so you can see yourself. This allows you to see your thoughts and mental pictures in your mind. Its as if you are looking at a photograph of your self. What if you could take a photo of your own thoughts and emotions?

Intention, as one of the frames in the back of the mind, is one of the most powerful drivers of communication. Our intentions set our motives, agendas, and objectives.

6) We communicate through listening and seeing.

To enter into the communication experience we have to open up our senses to see and hear all that is going on. To recognize the responses we are getting from others, we have to “lose our mind and come to our senses,” (Fritz Perls) and come into sensory awareness.

Only then can we learn to calibrate to another’s responses to listen, see, and support to make communication safe.

Without safety, Communication becomes stressed and defensive and we all have one question in the back of our minds, “Is it safe to communicate with this person?”

So to become more effective as a communicator, we need to make it safe for the other. This is what creating rapport is all about.

To create rapport, we match the other’s words, values, physiology, beliefs, understanding and model of the world.

Lesson 1: Communications Model 6 ISNS School Project ® 2012 7) High quality communication involves the information loops.

Communication is open or closed depending on how well we receive feedback and feed-forward what we have thought and felt out into the world. These are the loops of communication. Feedback is information into the system and feed- forward is energy back out into the world. Feedback is information, thinking, believing, concluding, generalization, understanding, etc. Feed-forward is feeling, experiencing, speaking, acting, behaving and relating.

Communication is a dynamic and fluid process of exchanging messages, it involves listening for feedback, questioning for clarification, and supporting, inducing states, questioning, etc. for feed-forward.

8) Via communication we structure and pattern our experiences.

As we speak and construct our sense of reality, our mapping creates our experiences. Our communicating to others and ourselves formulate our know- how knowledge as we map skills and strategies for excellence. As we describe things, we formulate and express our understandings about things.

Language calls our reality into being. We begin to make things real by say and expressing our understandings and beliefs.

Lesson 1: Communications Model 7 ISNS School Project ® 2012 9) Communication is about evoking responses and states.

In all of this, communicating is how we evoke responses and states in others and ourselves. This makes state induction very important. We induce states of rapport and curiosity, states of learning and openness, states of motivation and decision, states of creation and integration.

If you do not evoke states in others, you will only have an intellectual talk and not a life-changing or transforming encounter. Evoking responses also lies at the heart of hypnosis and the generation of new resources and potentials.

Lesson 1: Communications Model 8 ISNS School Project ® 2012 NLP-PRESUPPOSITIONS Below are the Pre suppositions as listed in your manual

1. The map is not the territory 2. People respond according to their maps 3. Meaning operates context-dependently 4. Mind and body inevitably & inescapably affect each other 5. We respect each person’s model of the world 6. We cannot ‘”not communicate” 7. The way we communicate affects perception and reception 8. The meaning of our communication lies in the response we get 9. The one who sets the frame for the communication controls the communication 10.There is no failure, only feedback 11.The person with the most flexibility, exercises the most influence in the system 12.Resistance indicates the lack of rapport 13.People have the internal resources they need to succeed 14.All communication should increase choice. 15.We add choices with NLP. We don’t take choices away. People make the best choices available to them. 16.Individual skills function by developing & sequencing our representational system 17.Behind every behaviour is a positive intention 18.There ‘s an abundance of personal resources, plenty for all 19.It’s never too late to have a happy childhood. 20.It’s better to have choice, than no choice. 21.People have all the resources they need; they just need to access it strengthen and sequence them.

These principles underpin most of your communication and facilitation work with the children.

Lesson 1: Communications Model 9 ISNS School Project ® 2012 These principles however will be more formally introduced in SESSION 6 and will be presented in the form of a game. However, it is important that you already explain these as they come up during your different sessions.

It is best if you make flash cards of these pre-suppositions to use through-out Session 1- 7 as they seem appropriate. You can just place them on the blackboard with your diagrams and explanations as required. This is just to reinforce these concepts as they would have been introduced to them in grade previous grades.

Include 3 learning outcomes: Outcome1: To learn the basic features of the Neuro-Linguistic Communication Model Outcome 2: To learn to stop one’s own internal chatter, judgments, and filters and “come to one’s senses” in being present to another person. Outcome 3: To learn how to detect the states and internal experiencing of another person. Outcome 4: To learn about the mapping and movie-making inside our minds as we “make sense” of information.

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages 18 - 21

Frames to set for the students about the lesson Here are some frames that will be useful and resourceful to set at the start of your lesson:

 Today is about learning more about yourself.  Today is learning about how to become a leader and the best leaders know how to lead them selves and how their mind works.  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.

Lesson 1: Communications Model 10 ISNS School Project ® 2012  Today we are going to learn how we make our own meaning of what we hear and see and how our meaning results in what we perceive and the results we get

Lesson Plan (with step by step Procedures) The content of this lesson is based on the objectives identified and set at beginning of the lesson plan. At the beginning of this lesson, if required, check in if task from the last lesson was completed and how it went. Opening – Time allowed: 15 minutes (this is an estimated time and can be reviewed and adjusted) Start the lesson by providing an overview and a timeline of what will happen during the lesson.

Total Time for the lesson: 60 minutes  Today we are going to spend 60 minutes together.

Structure of Presenting:

Neuro-Linguistic programming is a communication model.

 Put up the “blue man” NLP Communication Model picture on the wall.

 It is recommended for the NLP Communication Model to also be displayed on power point.

 Hand out a copy of the NLP Communication Model to the delegates.

 Read page 13 and 14. (Stop before you get to the problem to communication)

 Draw up the picture below for the group.

Lesson 1: Communications Model 11 ISNS School Project ® 2012  The picture above can also be drawn beforehand.

 Explain the problem of relexivity to the group. Use the image below.

 This process is “driven” at an unconscious level.

Activity:

Lesson 1: Communications Model 12 ISNS School Project ® 2012 Ask the group for their answers:

If an elephant comes into this room now, what will your experience be?

Required Materials/Tools/Diagrams The following diagrams are used and referenced in this lesson.

And Flash Cards of NLP Pre suppositions.

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others.

MEANING IN YOUR LIFE: Time allowed: 15 minutes What do you take away today? What would it mean for the days to come? If some people are successes to us, how do they think and behave? If we value their behaviour and performance, could we bring those values and meanings into our lives? Can we model them and add this to our own unique world?

Discussions: (Each learner should share their discoveries)

Ask questions:

Lesson 1: Communications Model 13 ISNS School Project ® 2012 What did you learn about yourself today? What did you learn about others?

Application: In this section, we establish how the student will apply this in their environment / world. Ask the following application questions: How will you use what you have learnt today? What will remind you, each day, of what you have learnt to do? How are you going to remember this?

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know? What 1 thing will you remember when you communicate with your parents, brothers, sisters, friends, teachers?

Lesson 1: Communications Model 14 ISNS School Project ® 2012 Lesson Number and Title: 2 – VAK-Ad Representational systems

Concepts to be taught:

The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.

People respond according to their maps We respect each person’s model of the world Individual skills function by developing & sequencing our representational system The way we communicate affects perception and reception The meaning of our communication lies in the response we get

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below.

By the end of this lesson: Outcome1: Know how we represent information Outcome 2: Know their own preferred language of representation Outcome 3: How we communicate and how to recognize the different representational languages

Content:

We “make sense” of things in the world by reproducing or representing what we have seen, heard, felt, smelled, and tasted onto the inner screen of our mind. As we do that we create some kind of sensory representation which we experience as a movie in our mind. This movie may be just a snapshot of a picture, or of a sound, or of a sensation, but it is the beginnings of how we create our mental movies. Each movie has various representations—visual (pictures, images, sights), auditory (sounds, noise, music, words), kinesthetic (sensations, feelings), etc. These Representation Systems make up the most basic components of the languages of our mind. From these we create the movies in our mind.

VISUAL: Those who prefer and over-specialize in the Visual system—

Lesson 2: VAK-Ad Representational Systems 15 ISNS School Project ® 2012  Memorize by seeing pictures and are less distracted by noise.  Often have trouble remembering, and become bored by, long verbal instructions.  More interested in how something looks, value appearances.  Will often stand or sit with their hands/ bodies erect and with their eyes upward.  Breathe high, from the top of the lungs.  Sit forward in a chair; be organized, neat, well-groomed, and orderly.  Often are thin, slender, even wiry.  Move eyes up to access visual images, look around noticing lots of things.  Use a higher pitch, talk quickly, in spurts.  Use gestures that are high, wide, expansive, sometimes will point.

AUDITORY: Those who prefer and over-specialize in the Auditory system—  Pay attention to sounds, tones, volumes, and find noises more distracting.  Easily repeat things back what they hear, and learn best by listening.  Like music and enjoy talking on the phone.  Highly value tone of voice and the use of specific words.  Often move their eyes laterally (sideways).  Breathe from the middle of the chest, talk to themselves, sub-vocalize, memorize sequences, and hold their body to aim their ear.  Think in more linear, word-by-word ordering, logical.  Use gestures around the mid-section, adopt a “telephone position,” tilt head.

KINESTHETIC: Those who prefer and over-specialize in the kinesthetic system—  Use their body to think, remember, and communicate.  May talk slowly and in a breathy way.  May respond to physical touch and rewards.  Gesture closer to the body, hand over heart.  Memorize by doing something or walking around.  Most interested that something feels right or evokes the right feelings.  Typically breathe deeply from the bottom of their lungs.  Move eyes downward to access feelings.  Tonality will tend to be slower, lower pitch, with hesitations.

LANGUAGE (Auditory Digital): Those who prefer and over-specialize in the language systems:  Want to “make sense” of things by using words.  Talk in more abstract terms, generalize, theorize, etc.  May even have little awareness of the sensory based systems.  Much less use of body, gestures, more in a “computer” mode.

Lesson 2: VAK-Ad Representational Systems 16 ISNS School Project ® 2012 LISTENING FOR REPRESENTATIONS IN SPEECH Representational System Predicates

What are the cues that a person is using any given system of representation to create the movies in their mind? There are linguistic cues for each system. Learning to listen for these enables us to detect the way the person is processing information.

Visually: If I could show you an attractive and very clear way so that you could X (some value), I wonder if you would like to look at that and see if it does fit with what you’re wanting?

Auditorially: If I could effectively describe to you some of the benefits that you really want to obtain, would you like to hear about them now or discuss them more fully?

Kinesthetically: If I could help you get a hold of this value that you want in a concrete way, and in a way that really embraces the value fully, would you like to try it on, just to get a feel for it?

Below are some common words and phrases.

VISUAL admire appear foresee scan attractive form see blurred gaze shin bright glance show clear glare sight cloudy gleam sight see colorful glow sparkle conceal graphic dark hazy staring dawn illuminate strobe disappear imagine surface display obscure twinkle envision observe vanish exhibit look veil expose peer view eyed perspective visualize faced picture view flash preview vivid focus reflect watch

Visual Phrases: seeing eye to eye appears to me mental picture got an eyeful beyond a shadow of a doubt mind's eye bird's eye view naked eye catch a glimpse of paint a picture clear cut photographic

Lesson 2: VAK-Ad Representational Systems 17 ISNS School Project ® 2012 pretty as a picture crystal clear plainly seen dim view a sight for sore eyes see to it flashed on short sighted get a perspective showing off get a scope on make a scene horse of a different color hazy idea snap shot image staring off in space take a peek in light of tunnel vision In person under your nose in view of AUDITORY announce harmonize request answer harsh resonance argue hear sang asked hum shout attune inquire shriek call insult shrill chatter lecture sighs cheer listen silences complain loud silent crescendo melodious sound(s) cry mention stammer deaf mumble talk discuss noisy tell echo outspoken translate explain overtones expression question utter growl quiet vocal grumble recite yell gurgling reply

Auditory Phrases: be all ears make music be heard rings a bell manner of speaking blabber mouth pay attention to clear as a bell power of speech outspoken clearly expressed purrs like a kitten call on describe in detail rap session ear full express yourself state your purpose give an account of tattle-tale give me your ear to tell the truth tongue-tied heard voices tune in/tune out hidden messages utterly hold your tongue unheard of idle talk voice an opinion inquire into well formed key note speaker word for word loud and clear grant me an audience

KINESTHETIC angle grapple skip beat grasps slip bends grinds smooth bounce hard soft break hold solid brush hug spike burdened hurt stuffed carry impression thick clumsy irritate sweep comfortable mushy concrete movement touch crouching pinch trample crumble plush tremble exciting pressure twist feel pull budge firm rub unfeeling fits

Lesson 2: VAK-Ad Representational Systems 18 ISNS School Project ® 2012 run warm flop scramble wash force scrape weigh grab shaky work

KINESTHETIC Phrases: all washed up hot-head keep your shirt on boils down to know-how lay cards on the table chip off the old block light headed come to grips with control yourself make contact connect with moment of panic pressure be felt pain-in-the-neck cool / calm / collected pull some strings hold it, hold on firm foundations sharp as a tack floating on thin air under handed slip through get a hold of slipped my mind topsy turvy get a handle on smooth operator get a load of this heated argument start from scratch get in touch with stiff upper lip hang in there get the drift of throw out hand in hand tap into hands on turn around catch on

OLFACTORY/GUSTATORY bitter smell fragrant smoky fresh sour odor spicy pungent stale salty sweet savor taste tang bite tongue aftertaste essence inhale breath flavor lick fume sip palate scent whiff reek a nose for

UNSPECIFIED PREDICATES conscious know learn aware light believe motivate change nice clear notice conceive perceive consider process decide question experience sense feel think sense sensitive understand

LANGUAGE Meaning evaluation significance compute count account factors factor in the bottom line Include 3 learning outcomes:

Outcome1: State the different ways of representing things in our world Outcome 2: Describe how the representations create mental movies Outcome 3: Describe the basic components of the languages of the mind

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages 26 - 32

Lesson 2: VAK-Ad Representational Systems 19 ISNS School Project ® 2012 Frames to set for the students about the lesson Here are some frames that will be useful and resourceful to set at the start of your lesson:

 Today is about learning more about yourself.  Today is learning about how to become a leader and the best leaders know how to lead them selves and how their mind works.  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.  Today you will learn that the way you hold your mental pictures, sounds and feelings has an effect on how you act in the world.

Lesson Plan (with step by step Procedures) The content of this lesson is based on the objectives identified and set at beginning of the lesson plan.

At the beginning of this lesson, if required, check in if task from the last lesson was completed and how it went.

 The teacher/facilitator can prepare the representational Test for the group before the lesson starts.

 Hand the test out to the group.

 Once the group completed the test, write the scores up on a flip chart paper.

De-brief of the test: • We are all different.

Lesson 2: VAK-Ad Representational Systems 20 ISNS School Project ® 2012 Note to teacher:

The following points can be used when facilitation the Representational Systems. • The representational systems are key to the NLP model. This is also key to listening. • We all have all 4 systems. Besides these 4 systems. There’s also the smell and taste systems, during this session we are not going to discuss them. • Research have shown that there’s no movie/theatre in our brains. Movie is the metaphor we use for this training. • Other metaphors can also be radio stations/languages. • This is where I begin my processing. For example: Ad – You need words 1st to access the other systems. So if you began your movie first with words then you could for example access your visual system or visualize. • What systems are in our bodies: o Lymbic system o Visual cortex o Auditory cortex • NS (Neuro-Semantics) does not talk about balance. In other words, which system do I need to access for a given context? Do I have flexibility to access the system? Or am I stuck in a certain way of processing in all contexts? What is the optimal scoring for a given context? • What you want is flexibility to access all 4 representational systems. • If your scores are low in any category, it will impact on your movie. • K does not mean emotion, it means feeling. • Note to Teacher: Draw up the image below to demonstrate visually the VAKad. You can repeat the abovementioned whilst using the visual image.

Required Materials/Tools/Diagrams The following diagrams are used and referenced in this lesson. Flash Cards of NS Pre suppositions

Closure/Summary/Recap of what we learnt: Time allowed: 10 minutes In this section, we reflect on what the student has learnt about themselves and about others.

Lesson 2: VAK-Ad Representational Systems 21 ISNS School Project ® 2012 Ask questions: What did you learn about yourself today? What did you learn about others? What are the different representational languages? What are some examples of the different languages? What do you now understand about VAK and how will you use this? What would be a useful way for someone who is visual to remember information? Etc.

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know? How will you use what you now know to help you learn and remember information? What 1 think will you do to help you remember information when you next study? For the next week, make a note of the words used most at home and which modality (auditory, visual, kinaesthetic or A-id ) people are using.

Lesson 2: VAK-Ad Representational Systems 22 ISNS School Project ® 2012 Lesson Number and Title: 3 – Meta Modalities

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains. People have the internal resources they need to succeed. All communication should increase choice. We add choices with NLP. We don’t take choices away. People make the best choices available to them. It’s better to have choice, than no choice. It’s never too late to have a happy childhood. People have all the resources they need; they just need to access, strengthen and sequence them.

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below. By the end of this lesson:

Outcome1: Learners will know how to edit their own Movies Outcome 2: How they can create a different experience by changing their ‘movies’ Outcome 3: How they can manipulate/change/control the Representational system to change their individual experiences for their benefit/advantage.

Brief Notes for Teacher: Structure of Presenting: Total Time of the lesson: 60 minutes For the opening of this lesson spend at least 10 minutes on explaining what you will be doing during the lesson. Explain to children that they can edit their movies to make them happier, brighter, softer, gentler, quieter etc. and by doing this they can change how they remember an event.

Content:

We have Representational Power. This was introduced in Session 1 and 2. Remember to add more NLP pre-supposition cards as they become relevant.

Lesson 3: Meta Modalities 23 ISNS School Project ® 2012 We communicate on the inside to our self by re-presenting on the theatre of our mind what we have seen, heard, and felt out there. This gives us “the languages of the mind.” The control knobs for what plays inside our minds involve the sensory languages of visual sights, auditory sounds, and kinaesthetic sensations. We “make sense” of things with our senses by internally processing information and representing such as movies in our mind.

We communicate using these languages of the mind, the languages that we use to create our cinemas and that we play out on the theatre of our mind. So the languages of the mind are our:  Sights (visual)  Sounds (auditory)  Sensations (kinaesthetic)  Smells (olfactory)  Tastes (gustatory)  Language (words, linguistics, symbols)

Not only do we have the three basic representational (VAK) systems, but within each of these domains, we can make many further distinctions. These are qualities of the sense modalities and make up the cinematic features of our mental movies.

If you read classic NLP literature, you will find that these are falsely labelled, “sub-modalities.” They are not “sub” or smaller at all, but are actually editorial frames and so are our meta-modalities. By these we can edit the movies of our mind and communicate to ourselves in such a way to change the movie completely.

Refer to page 22 in the Coaching Essentials Manual for further information.

Outcome1: Learners will know how to edit their own Movies Outcome 2: How they can create a different experience by changing their ‘movies’ Outcome 3: How they can manipulate/change/control the Representational system to change their individual experiences for their benefit/advantage.

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages 22

 Today is about learning more about yourself.

Lesson 3: Meta Modalities 24 ISNS School Project ® 2012  Today is learning about how to become a leader and the best leaders know how to lead them selves and how their mind works.  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.  Today you will learn how you edit your ‘movies’ to make you happier, calmer, quieter etc. and by doing this you can change how you remember an event.

Lesson Plan (with step by step Procedures) The content of this lesson is based on the objectives identified and set at beginning of the lesson plan. At the beginning of this lesson, if required, check in if task from the last lesson was completed and how it went.

Exercise

Time allowed: 15 minutes – this is an estimated time and can be adjusted Note to the teacher/facilitator: This excersize is not for group work. Learners can do this one by themselves whilst the teacher/facilitator asks them questions:

Step 1: Ask the learners to recall an event which was an unhappy event, could be a sad incident, angry, etc.  Once each learner has an event as reference then ask questions that will allow the learners to explore the quality or meta-modalities of that movie: o Is the picture black and white or full of colour? o How bright is the picture? o Where is the picture/movie? Use the meta-modality detail on page 22 of the Coaching Essential Manual to elicit all the meta-modalities of the movie.

Lesson 3: Meta Modalities 25 ISNS School Project ® 2012 Step 2: Now ask the learners to recall an event/movie that was an happy event for them. Make sure each learner has the movie before you begin the exercise.  Ask the same questions to elicit the meta-modalities.

Step 3: Once done, now ask the learners to compare the quality of the movies. How did they compare in terms of the meta-modalities?

Step 4: Ask the learners to recall either the same unhappy event or another unhappy event. During this step the teacher/facilitator will facilitate learners to change the meta-modalities to realise how this effects the quality of the movie. Use the same questions as previously used and let the learners “adjust” or “play” with the meta-modalities.

Allow learners 5 minutes to write down their thoughts how the meta- modalities affect the experience and how changing the meta-modalities can alter the experience. How can they edit the experiences. How can this support them going forward.

Let the learners share what they have learnt

Flash Cards of NLP Pre suppositions

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. Allowed 10 – 15 minutes for this portion.

Ask questions: What did you learn about yourself today? What did you learn about others? What was the best thing that you learnt about changing your ‘room’?

Application: In this section, we establish how the student will apply this in their environment / world.

Lesson 3: Meta Modalities 26 ISNS School Project ® 2012 Ask the following application questions: How will you use what you have learnt today? What will remind you, each day, of what you have learnt to do? How are you going to remember this? How In what way could this assist you in your life? Who has a real event that they can go and apply this to and give feedback on next time?

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know? Now that you know you are the director of your own movies, find one movie that you could change for yourself and change it. In the next week make 1 positive “movie” in your minds of one good event that you have experienced while at school. Observe and record the non-verbal communications of family members

Lesson 3: Meta Modalities 27 ISNS School Project ® 2012 Lesson Number and Title: 4 – States primary states

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains. How the Mind and body affect each other

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below. By the end of this lesson: Outcome1: The student should be able to ddefine a State Outcome 2: The student should be able to ddescribe the process of how a state is created and name the 2 routes to STATE: Mind and Body Outcome 3: The student should be able to ccreate their own state

Brief Notes for Teacher: Structure of Presenting: Before starting this lesson explain that you have 60 minutes together and how you will spend the time together. For the opening and section allow 10 – 15 minutes. Explain to the learners that what they feel individually can change depending on how they allow themselves to react, feel, think and act in a given circumstance. The educator to explain to the learners that they can choose for themselves to be happy, sad , angry etc. at any time and that no one else can make them feel or think things, or act in ways that they don’t want to.

Content: We communicate from a state to a state. It’s inevitable and inescapable. But what state? Is it a useful, productive, and/or resourceful state? Are we communicating to a person in a state that enables him or her to communicate effectively? If not, then we need to elicit or access a more resourceful state.

Original Pattern

1) Identify the desired state and its mind-body components. What state do you want? Describe it a little bit.

Lesson 4: States Primary States 28 ISNS School Project ® 2012 As you’re talking about that state, are you beginning to enter into that state?

2) Evoke it fully. Think of a time when you fully experienced this state... Think of a time when you clearly had it in a powerful way. What thoughts really evoke this state? What do you need to do? How much do you now have the feeling of this state? Be with that feeling... let it grow... now let it double... What would increase the experience of this state even more?

What would it be like if you did fully experience this state? Use this if you’re having any difficulty eliciting the state. Do you know anyone who experiences this state? What was happening to you?

3) Anchor the state when it is highly amplified. Set a physical touch on arm, forearm, or shoulder as the person reaches the peak of the state (an 8 or above on a 0 to 10 scale). Or anchor it visually through a gesture, auditorially by a particular tone.

4) Practice stepping in and out. Break state and repeatedly re-access. In just a moment I want you to step out of that powerful state, but before you do, take a snapshot of it in all sensory systems (what you see, hear, feel, etc.). Now let’s practice stepping in and out of that state so that you can quickly “fly into that state” at any time you choose.

5) Apply the resourceful state to a time or place in everyday life. Where could you really use this state in your everyday life as you engage in various wealth building activities? Think of that time and feel this (fire the anchor). Suppose you had this feeling or way of thinking as your attitude, fully and completely, in just the way that you would want it —would you like that? –> Yes Would that attitude transform things as you think about that activity? –> Yes How would it transform things... just notice inside... and enjoy. –> Yes

Simplified Pattern

1) Identify the state you want and what it feels like. What state do you want? Describe it a little bit. As you’re talking about that state, are you beginning to enter into that state?

Lesson 4: States Primary States 29 ISNS School Project ® 2012 2) Get into that state fully. Think of a time when you fully experienced this state... Think of a time when you clearly had it in a powerful way. What thoughts really make this state real? What do you need to do? How much do you now have the feeling of this state? Be with that feeling... let it grow... now let it double... What would increase the feeling and the way you experience this state even more?

What would it be like if you did fully feel and experience this state? Use this if you’re having any trouble feeling or getting into the feeling of this state. Do you know anyone who experiences this state? What was happening to you?

3) Anchor the state when it is at its strongest feeling. Set a physical touch on arm, forearm, or shoulder as the person reaches the strongest feeling of this state (an 8 or above on a 0 to 10 scale). Or anchor it visually through a gesture, auditorially by saying something, using your voice and say it in a particular tone.

4) Practice stepping in and out of this feeling (state) Break state and repeatedly re-access. In just a moment I want you to step out of that powerful state, but before you do, take a picture (snapshot) of it in using all your sense i.e. what you see, hear, feel, etc.). Now let’s practice stepping in and out of that state so that you can quickly “fly into that state” at any time you choose.

5) Apply the ‘resourceful state’ or feeling to a time or place in everyday life. Where could you really use this state in your everyday life as you do certain things or in various learning activities? Think of that time and feel this (fire the anchor). Suppose you had this feeling or way of thinking as your attitude, fully and completely, in just the way that you would want it —would you like that? – > Yes Would that attitude change things as you think about that activity? –> Yes How would it change or transform things... just notice inside... and enjoy. – > Yes

Lesson 4: States Primary States 30 ISNS School Project ® 2012 Understanding States

To understand meta-states, you have to understand states. A “state” is a mental and emotional state; a dynamic mind-body state of experience or being that operates as an experiential energy field. We experience life in specific mental and emotional states. Our state of mind, state of body, state of emotion is all so inter-related that we cannot separate them. When we do, we only do so linguistically as a description. As we think, so we feel in our body and move and act and this entire configuration (or gestalt) is what we mean by “experience.” We live and move and have our being as mind-body persons— as a neuro-linguistic class of life.

As a neuro-linguistic class of life we experience and map the territory beyond our skin, the world “out there” so that we can effectively relate to it. This means that most fundamentally, we operate as pattern detectors and mappers, and from this we can take control of our inner programs. As we map things, so we become. It begins with our neurology—how we use our nervous system and sense receptors and then our linguistics —how we use symbols, words, metaphors, and classifications to create our programs.

Together this enables us to take charge and run our own brains. Taking charge of our “reality constructions” empowers us in controlling our neurology. Building ever-more accurate and enhancing models of the world increases our resourcefulness.

Our Mind-Body Components of States If we create states from how we map things mentally and emotionally in our body, then we have two royal roads to state. Two avenues that we can use to evoke a state: 1) Mind—> Linguistics: Internal representations specify our state of mind—the things that we internally map things visually, auditorially, and kinesthetically as well as the things that we say to ourselves (language), our understandings, learnings, beliefs, values, etc. that make up the representations on "the theater of the mind." Choice about what to represent and how to encode gives us representational power. These are the languages of the mind governing how the mind works. In Neuro-Semantics we call the result, the representational screen or internal cinema or movie of the mind (see MovieMind, 2003).

The sensory representation systems or VAK: Visual: pictures, scenes, images Auditory: sounds, noises, music Kinesthetic: sensations, touches, tactile, proprioceptive, motor movements

Lesson 4: States Primary States 31 ISNS School Project ® 2012 Olfactory (smell), Gustatory (taste), and Vestibular (balance) The language representation system (auditory-digital) Words, Sentences, Linguistic structures Mathematics, Music symbols, Metaphors, Stories, Symbols

2) Body —> Neurology: Physiology and/or Neurology describes the physical state or state of “body”—the things that we experience in our body involving health, posture, breathing, bio-chemistry, etc. The functioning of our nervous system as it interacts within our body and physiology of our central, peripheral, and autonomic nervous systems.

State Management #101

Terminology and strategies useful for the teacher/facilitator: State Object: In primary states (i.e., fear, anger, joy, calmness, sadness, etc.) the object usually refers to something outside you and “beyond” your nervous system. What are thoughts-and-feelings referring to? What’s on your mind?

State Awareness: Awareness of the states and the factors that drive them. Because all states habituate, they drop out of conscious awareness. Notice the quality of the state: How "pure" your state? How much congruity? Complexity or simplicity? Meaning or semantics? Pain-pleasure quality? How is the state encoded and structured? Identify the qualities, properties, features, distinctions in the representations governing its intensity (i.e. vivid, sharp, quick, degree of movement, etc.). We have several tools for greater state awareness: Bubble Journaling; State Registering.

State Assessing/ Inducing: Memory: Remembering a state. "Recall a time when . . ." Imagination: Creating a state. "What would it look, sound, and feel like if . . ."

State Altering: States do not stay the same, but forever change. Count on your states altering, shifting, and transforming. What methods do you have for altering your states?

State Intensity and Amplification: Test each state in terms of intensity. How much do you experience the state? What is happening to you? What level of strength or weakness does the state convey? How much does it dominate your consciousness?

Lesson 4: States Primary States 32 ISNS School Project ® 2012 Need more? Crank it up by increasing or intensifying the representations to experience more of the state. All states do not have the same level of intensity, so gauge for intensity level. Do you need more “juice?” What processes do you rely on for amplifying your states? How do you crank them up?

e.g. If you always feel like a victim, if you feel like you are being bullied all the time and feel you need to be assertive and confidence put colour to assertive and confidence for you can measure the colour according to the level you require Low ,Medium and Strong and bright if you Need more? If you want to, can you amplify your states?

State Interrupts: Stop any and every mind-body-emotion state by jarring, interfering, sabotaging, preventing, etc. When a state is overly intense and dysfunctional in its effects, a state interrupt enables us to stop or prevent the state from doing damage as we break the state.

State Dependency: States govern our learning, memory, perception, behavior, communication, etc., state-dependent. State dependencies are “emotional expectation sets” or “conceptual expectation sets” and determine what we see and hear. What do you depend on to be at the right state? Name all the resources you need. Can you enter into the correct state without this resource? IF yes Share your experience IF No share your experience as well

State Contrasts: Compare one state with another to gain insightful understanding about “the difference that makes a difference.” What explains the difference? Does it occur at a primary or meta-level? All states are not the same. State configurations come in all sizes and shapes. Just because you have accessed a state of thoughts-and-emotions and physiology, you may not access a similar state to someone else doing the same.

State Anchoring: Set up a trigger (sight, sound, sensation, movement, gesture, word, etc.) and link it to the state. Anchors operate as Pavlovian conditioning tools for state management and depend on uniqueness, intensity, timing, and purity. Wait until you or another person has reached the peak of the experience, and then link some unique trigger to it. Test to see if the trigger then “fires off” the state. If so, you have an “anchor.”

Lesson 4: States Primary States 33 ISNS School Project ® 2012 Emotions and States: An emotion is a combination of sensations and languaged evaluations in the form of words about the kinesthetics; a meta-level phenomena, "emotions" consist of evaluative judgments, beliefs, meanings, values.

As states, our emotions register our body’s (or soma) sense of the meaning or evaluation and so helps us feel the energy of the meaning. Emotions are the evaluative difference between our model of the world (our wants, expectations, demands, understandings, etc. our entire Matrix of frames) and our experience of the world. The difference between the two is our emotion.

The primary emotions already operate as a meta-level phenomena. Technically we could tease out yet another lost level (or coalesced level) inside the primary state: a set of kinesthetic sensations plus a cognitive evaluative judgment of meaning. Inasmuch as the primary emotions already involve cognitive evaluations from a previous meta- level having coalesced into a primary state, we have this as an illustration of how meta- levels do merge with primary states.

State Extending / State Containment We can both extend and contain states— these properties of neuro-linguistic states enable us to take the thoughts- feelings and all of the mind-body correlations and contaminate other experiences with a state. We can also build boundaries and barriers around a state so as to disconnect to other things. In various contexts, both phenomena provide new resources if used appropriately.

States have expressions and frames Expressions of state (thinking-feeling, speaking, behaving) direct our awareness to our body and the outside world as we become aware of what we feel and want to do or say. T — What do you think about this or that? F — What do you feel? S — What do you say? B — What do you do? Frame is the significance or meaning—the cognitive structure of the state that actually creates the state. With the four expressions we build up and format an infinite number of frames as we give meaning to whatever we are experiencing. These then govern the state. We can uses these facets

Lesson 4: States Primary States 34 ISNS School Project ® 2012 to set frames as reference structures for time, history, beliefs, values, self, concepts, and all of the meta-levels (see the Meta-Questions).

State elicitation skills

The ability to effectively elicit responses, states, experiences is crucial to be a professional communicator. The skill of elicitation enables us to discover the structure of subjective experiences wherever you find them whether in ourselves or in others. The skill of eliciting enables us to learn how to effectively transform experiences. It’s crucial for effective communicating, persuading, motivating, etc. Eliciting helps the person you're talking with to become conscious of factors that are normally outside their range of conscious awareness. This means your own patience, positive expectation, and acceptance will make it easier (and safer) for the other person to access the information.

Original Pattern

1) First, move to an uptime state. Get yourself in the right state of being present to the person. Open all of your sense receptors to input sights, sounds, sensations, etc.

2) Invite a past memory, future imagination, or model. To elicit clean information about a person's experience you need to get the person into the state. If you don’t get the person in state, you will only be talking about the experience. Think about a time when you were thinking or feeling ... What would it like if you were fully experiencing ...? Do you know anyone who does experience ...?

3) Aim for referents that are small and simple. To elicit as a pure and discreet state as possible, ask the person to think about a referent event or experience that is clear, small, and simple. When asking for a "Strong Belief" pick something that isn't so emotionally laden as "I'm a Worthwhile person,” but "I believe learning can be fun.” "I believe developing my skills.”

4) Speak and act congruently. In eliciting a state, remember that the tools of your trade are what you say and how you say it (your tones, tempo, gestures). So be evocative. Sound like what you are trying to elicit. Make your expressions sound congruent to what you are eliciting.

5) Take your time to allow people sufficient time to process things. We all do not process information or emotions at the same rate. When a person “goes inside” grant them the space and room to do that by being quiet. Let them process.

Lesson 4: States Primary States 35 ISNS School Project ® 2012 6) Begin with unspecified terms and then shift to more predicate specific terms. Begin with unspecific words that allows the person to search for the experience in his or her own way. As you notice the accessing of certain representation systems, help the person by then using sensory-specific words. If you hear a visual term then say, "And what do you see...?" Good downtime questions will assist the person in locating and identifying the experience. To do that you will need just enough content so as to ask good questions. In fact, that’s the primary value of knowing some content.

7) Focus on the form and structure of the eliciting. Throughout the person’s accessing and experiencing , focus on the form and structure of the experienced by paying attention to the modalities and the cinematic features of those modes.

Simplified Pattern

1) First, move to an uptime state – being really present to the person you are with. Get yourself in the right state of being present to the person. Open all of your senses so you can hear, see and feel etc.

2) Recall a past memory, future imagination, or model. To get as much information about a person's experience you need to get the person into the state. If you don’t get the person in state, you will only be talking about the experience and you will not be ‘experiencing’ the experience. Think about a time when you were thinking or feeling ... What would it like if you were fully experiencing ...? Do you know anyone who does experience ...?

3) look for things that are similar and that are small and simple. To get a pure and easy to experience state as possible, ask the person to think about an event or experience that is clear, small, and simple. When asking for a "Strong Belief" pick something that isn't full of emotion or that does not leave them feeling too emotional e.g. "I'm a Worthwhile person,” but "I believe learning can be fun.” "I believe developing my skills.”

4) Speak and act in the same way as the state that you are trying to get (Excited if talking about an adventure, soft and gentle if talking about a gentle experience). In getting or eliciting a state, remember that the tools of your trade are what you say and how you say it (your tones, tempo, and gestures). So be inviting. Sound like what you are trying to get. Make your expressions sound congruent to what you are eliciting.

Lesson 4: States Primary States 36 ISNS School Project ® 2012 5) Take your time to allow people sufficient time to process things. We all do not process information or emotions at the same rate. When a person “goes inside” give them the space and room to do that by being quiet. Let them process their own thoughts and feelings.

6) Begin with words and phrases that are not to specific and the change your language to more predicate specific (Hear, see and feel) terms. Begin with unspecific words that allows the person to search for the experience in his or her own way. As you see them the accessing of certain representation systems (Visual, Auditory or kinesthetic), help the person by then using sensory-specific words. If you hear a visual term then say, "And what do you see...?" Good downtime questions will assist the person in locating and identifying the experience. To do that you will need just enough content so as to ask good questions. In fact, that’s the primary value of knowing some content.

7) Focus on the form and structure of the state that they are accessing. Throughout the time that the person is accessing and experiencing, focus on the form and structure of the experience by paying attention to the ‘movie’ that they are sharing.

Include 3 learning outcomes: Outcome1: Understanding of the 2 royal roads to states e.g. Mind and Body. Outcome 2: Understanding that thought influences the body Outcome 3: Understanding how our mind and body work together to create state

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages

 Today is about learning more about yourself.  Today is learning about how to become a leader and the best leaders know how to lead them selves and how their mind works.  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.

Lesson 4: States Primary States 37 ISNS School Project ® 2012  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.  Today we are going to learn more about how our thoughts influence our body

To open the lesson the teacher/facilitator can start by making the learners aware of their primary states before moving on to the patterns as outlined above.

Check your body: Are you hungry? Comfortable, Relaxed, breathing, sleepy etc? What is your body state? What is happening to you? What are you feeling: Sad, joy, happy, excited etc List 10 feelings. Is it a good state or bad state? What makes it good or bad for you?

Required Materials/Tools/Diagrams The following diagrams are used and referenced in this lesson. Circle of Excellence diagram – 4 powers Flash Cards of NLP Pre suppositions

Lesson 4: States Primary States 38 ISNS School Project ® 2012 Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. For this section allow a 10 – 15 minutes time slot. Ask questions: What did you learn about yourself today? What did you learn about others? What did you become aware of? Does the way you think help and support you to do even better? What would you need to be thinking, doing, feeling etc to do even better at school?

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know? What one thing can you change the way you think about it so that you change the way you feel? Ask the learners to talk about what they want to do any task that they want to perform and they have difficulty in completing that task. E.g. washing dishes? Studying? Learners are required to . Capture the state that they are in when the task is presented. . To write down what is happening to them, . To share what they feeling . To share what they see . To share what they hear . To share the consequences’: If they do not achieve the task what will happen to them, how will they feel?

Lesson 4: States Primary States 39 ISNS School Project ® 2012 Record on a paper a state per day. What caused it? The event? Just write the state and a note about the cause, no expanded information

Lesson 4: States Primary States 40 ISNS School Project ® 2012 Lesson Number and Title: 5 – Perceptual Positions

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains. Show that meaning operates context dependently. We respect each person’s model of the world. We cannot not communicate. The way we communicate affects perception and reception. The meaning of our communication lies in the response we get The one who sets the frame for the communication controls the communication There is no failure, only feedback The person with the most flexibility, exercises the most influence in the system Resistance indicates the lack of rapport Behind every behaviour is a positive intention

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below. To teach the NLP perceptual positions. By the end of this lesson: Outcome1: To demonstrate that there are different views / positions of seeing and perceiving things Outcome 2: To use different perceptual positions to help them see other peoples points of view / perspectives Outcome 3: To support the learner to communicate differently

Brief Notes for Teacher:

Structure of Presenting: Before starting the lesson, explain to the students how much time you have and also how you will be spending the time together).

Content:

There are multiple positions in perceiving things. We numerate these as first, second, third, and fourth.

Lesson 5: Perceptual Positions 41 ISNS School Project ® 2012 1st Position – Self: The healthy position of seeing, hearing, and feeling from out of oneself. We take this position to speak authentically, to present ourselves, our thoughts, feelings, and responses congruently, to disclose, listen, inquire, be present with another. When we are stuck in this position, we take on the metaprogram of self-referent.

2nd Position – Other: The empathy position of understanding, feeling with, and seeing things from another’s point of view. Here we feel in accord with the other and develop a strong sense of his or her perceptive. When we are stuck here, we can lose our sense of self and become co-dependent to the person. Doing this means that we take on the meta-program of other-referent.

3rd Position — Meta: The position of stepping back to gain a sense of distance, observe, witness, feel neutral, and appreciate other positions. When we are stuck here, we can come across as uninvolved, over-rational, and in analytical mode.

4th Position — System: The position for understanding the contexts (cultural, linguistic, business, family, etc.) that influence all of the larger systems and contexts of our world. When we are stuck here, we can become “the Company man.”

Include 3 learning outcomes: Outcome1: To demonstrate that there are different views / positions of seeing and perceiving things Outcome 2: To use different perceptual positions to help them see other peoples points of view / perspectives Outcome 3: To support the learner to communicate differently

 Today is about learning more about yourself.  Today is learning about how to become a leader and the best leaders know how to lead them selves and how their mind works.  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.

Lesson 5: Perceptual Positions 42 ISNS School Project ® 2012  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.  Today we are going to learn to see things from another perspective

Draw this as a triangle with the 3 different positions indicated: Position 1: SELF; Position 2: The other person; and Position 3: The Observer. Make sure that the Cell Phone and VAK Ad movie diagrams (TOOL 1 from Session 1&2) are also on the blackboard.

Self Observer

Perceptual Flexibility Exercise Think about a time when you expressed something in a strong, powerful, and persuasive way and which worked out in a way that really delighted you and the other person. Then think of a time when you were not very resourceful in responding to a criticism or something. 1) Recall a time when you were most resourceful in handling a challenge. Step back into that memory so that you recall it as if inside it again, seeing, hearing and feeling what you saw, heard, and felt then. Answer the following questions from first position; use “I” statements.

Lesson 5: Perceptual Positions 43 ISNS School Project ® 2012 What did you experience that was a valuable resource to you?” How were you able to access that resource?”

2) Step out of that memory and into the position of the person you were interacting with at the time.

From that person’s point of view, look at the You in that memory. Physically step aside. From this expanded perspective, express what you see, hear and feel. Use the language of the second perceptual position: “you, he, she.”

How would you describe the person demonstrating that resource?” “He... “She...” What did that person do or say that seemed resourceful?”

3) Step aside from this memory and the first two positions to an Invisible Observer to the whole experience. From the position of an uninvolved Witness, what do you see, hear, or feel about that interaction?”

What do you think about that resourceful interaction from this position?”

4) Step out yet another time to a position out beyond the whole Systems of interactions.

What additional awareness do you have, understand, feel, etc. as you look at all of that from a larger systems point of view?”

Required Materials/Tools/Diagrams The following diagrams are used and referenced in this lesson. Perceptual positions Flash Cards of NLP Pre suppositions

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. For this section allow 10 – 15 minutes at least. Ask questions: What did you learn about yourself today? What did you learn about others?

Application: In this section, we establish how the student will apply this in their environment / world.

Lesson 5: Perceptual Positions 44 ISNS School Project ® 2012 Ask the following application questions: How will you use what you have learnt today? What will remind you, each day, of what you have learnt to do? How are you going to remember this?

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know? Practice with a television soap opera or TV Programme.

Ask learners to practice to enter into the representational mind-maps of the actors. We encourage them to look differently at the others around them and placing themselves in their shoes.

The aim would be understanding and not judging.

Leaving our own frame behind, knowing that it is safe and that you can step back into it any time you want. Create flexibility in the mind-processes of the children.

Using a well-known soap opera or TV programme, makes for good discussion in the next session.

Lesson 5: Perceptual Positions 45 ISNS School Project ® 2012 Lesson Number and Title: 6 – NS Principles of Effective Communication

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains. The Neuro-Semantic Principles and Guidelines for Effective Communication: Coaching Essential Manual Page 16 1) Communication is more than just talking. 2) We never know what we have communicated. 3) The meaning of our communication is the response we get. 4) We can only recognize the responses we are getting by opening up all of our senses, coming into sensory awareness and calibrating to the other person’s responses. 5) It’s easier to mis-communicate than to communicate. 6. Communication is about evoking responses so others create ideas that accord with ours in their own minds. 7. We communicate best by listening for representations, for how another person is mentally representing information. 8) Communication is a dynamic and fluid process of exchanging messages, listening and questioning for clarification. 9) As we communicate to others we are simultaneously communicating to ourselves because we are playing and replaying our own mental movies. 10) We communicate from state to state. 11) We communicate our representational movie to the mind-body state of another. 12) Our states are powerfully influenced by our beliefs, ideas, movies, filters, memories, imaginations, and a hundred other frames. 13) Flexibility enables us to become effective communicators. 14) We not only communicate at one level, but multiple levels. Communication is multi-dimensional in nature. 15) We communicate using “the languages of the mind” which are the sensory representation systems of sights, sounds, sensations, smells, and tastes. 16) Effective and clear communication is a high level skill involve sensory awareness, calibration, state awareness, state management, questioning, metaquestioning, giving and receiving sensory-based feedback, and state induction.

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below.

Lesson 6: NS Principles of Effective Communications 46 ISNS School Project ® 2012 To teach the learners how to communicate effectively

Brief Notes for Teacher: Structure of Presenting: Time allowed: 10 – 15 minutes (this is an estimated time only) Before starting this lesson explain how much time you have together for this lesson and what you will be doing togething during the lesson.

CONTENT KNOWLEDGE: NLP and NS 1. All the NLP Presuppositions should have been covered informally in Sessions 1-5. Now the teacher/facilitator needs to put them into simplified words/semantics. This is summarised in a round wheel. 2. During this lesson the teacher/facilitator will cover the NS (Neuro- Semantic Principles and Presuppositions. 3. Revise all the NLP Presuppositions

Include 3 learning outcomes: Outcome1: Understanding of all NLP presuppositions Outcome 2: Understanding of all the NS presuppositions Outcome 3: Understanding of all the NS Principles for effective communication

 Today is about learning more about yourself.  Today is learning about how to become a leader and the best leaders know how to lead themselves and how their mind works.  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.

Lesson 6: NS Principles of Effective Communications 47 ISNS School Project ® 2012  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.

NEURO-SEMANTIC PRESUPPOSITIONS

In Neuro-Semantics we also have been adding some of our premises to the list of presuppositions.

1) Energy flows where attention goes as directed by intention.

2) If you get serious, you get stupid.

3) Because each of us create our own meanings about things, we are the meaning-makers who construct our own unique Matrix.

4) Indexing and referencing of class and a member of class level is vital in avoiding meta-confusions that bind us to create double-binds.

5) Questioning activates the Matrix and so is a most powerful communication skill of all.

6) Personal power and congruency comes from “applying to self” first.

7) Being gloriously fallible is the meta-state that inoculates from fear of failure, vulnerability, and mistakes.

8) There’s no sameness in the world, only change and processes.

9) To get the results we want we have to take action.

10) Productivity comes through closing the knowing-doing gap so that what we

Lesson 6: NS Principles of Effective Communications 48 ISNS School Project ® 2012 know in our mind can become part of muscle-memory.

11) Only sensory specific feedback is clean enough to be useful and only then if it's requested.

12) The sanity line is drawn between between responsibility to and responsibility for.

13) There are frames-by-inference in everything we think and say.

14) Where there is a frame, there’s a game; where there is a game, there’s a frame. It’s all about the inner game of our frames.

15) When you win the inner game, the outer game is a cinch.

16) Someone is always setting the frames; whoever sets the frame controls the game.

17) The name of the game is to name the game.

Presupposition Exercise 1) Identify the premise that would create the most empowerment for you as a professional communicator and/or as a coach. The learners can discuss the ones that stand out for them in groups of 3 or 4. Give the learners 10 minutes first to read through all the principles and then to discuss in their smaller groups. 2) After 10 minutes in the bigger group each learner will share which principle stood out for them. Questions that can be asked to facilitate further discussion:  What do you need to fully integrate it into yourself?

Required Materials/Tools/Diagrams The following diagrams are used and referenced in this lesson. Flash Cards of NLP and NS Presuppositions

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. Time allowed: 10 minutes Ask questions:

Lesson 6: NS Principles of Effective Communications 49 ISNS School Project ® 2012 What did you learn about yourself today? What did you learn about others?

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know? Option 1 is for them to do an easy benchmarking project, keeping the NLP principles in mind.

AND/OR

Option 2 would be to let the group split up in smaller groups of 4 each and create the benchmarks for different activities.

This should then be done on a representational board to bring back to class.

The rest of the groups then act as bench-markers, providing feedback on their benchmark criteria.

Lesson 6: NS Principles of Effective Communications 50 ISNS School Project ® 2012 Lesson Number and Title: 7 – Open / Revision

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains. Review the sessions that have been completed and the concepts covered up to now. To grasp all the concepts, from Session 1 to Session 6, to understand how language shape behaviour, understanding the mental world and how we can change behaviours and states.

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below. This lesson is to review the content from all previous lessons and check for understanding By the end of this lesson: Outcome1: Clear understanding of all concepts covered in previous lessons Outcome 2: Demonstrate that they understand and can apply principles,

Content: Revision

Refer to the following Manuals: Coaching Essentials Manual Module 1

 Today is about learning more about yourself.  Today is learning about how to become a leader and the best leaders know how to lead them selves and how their mind works.

Lesson 7: Open – Revision 51 ISNS School Project ® 2012  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.

Required Materials/Tools/Diagrams The following diagrams are used and referenced in this lesson. NLP and NS Presuppositions Models and images used during previous lessons.

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. At the end of this lesson the teacher would have covered a thorough revision and integration of all the sessions, and equipping learners to unleash their true potential. Ask questions: What did you learn about yourself today? What did you learn about others?

Lesson 7: Open – Revision 52 ISNS School Project ® 2012 Application: In this section, we establish how the student will apply this in their environment / world. Ask the following application questions: How will you use what you have learnt today? What will remind you, each day, of what you have learnt to do? How are you going to remember this?

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know?

For Home work, learners are required to draw the diagrams (tools) and, to write the presuppositions in their own words

Lesson 7: Open – Revision 53 ISNS School Project ® 2012 Lesson Number and Title: 8 – States as Meta States (states about states)

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains. Our States are powerfully influenced by our beliefs, ideas, movies, filters, memories, imaginations, and a hundred other frames.

Specific Objectives and Purpose of this Lesson: The specific outcomes and purpose of this lesson are listed below. By the end of this lesson: Outcome1: To explain the learners the concepts of the various states Outcome 2: To create the awareness of “how” we are thinking, rather than “what” we are thinking. Outcome 3: The structure of our thinking existing at a level above or “meta” to our thinking itself. The learners have to realize that we think, inductively, deductively, as well as in the sensory systems.

Brief Notes for Teacher: Structure of Presenting: Time allowed: 60 minutes

Content (Included in this section is content from lesson 4 about Primary States as well)

In communication, we communicate from a state to a state. This makes states critical and our ability to recognize and manage our states essential. There are three core skills in coaching competence of Inducing States. They involve eliciting, anchoring, and induction.

State Eliciting This refers to the art of identifying, detecting, and providing the required stimulus so that another person elicits a state of mind-and-emotion. Obviously, to be able to do that effectively, we have to be comfortable with our emotions and those of

Lesson 8: States as Meta states 54 ISNS School Project ® 2012 another. We have to be aware of emotional states and alert to them, that is, able to calibrate. And we have to have the flexibility in offering a wide range of triggers to call forth a state.

State Anchoring This refers to the art of being able to establish a trigger or link to a state, to do so consciously and to be able to replicate it at will. Once we can do that, then we can develop the skill of calling forth the state that we anchored, “firing it off” by replicating the linkage.

State Induction This refers to the systematic ability to provide an “induction” by means of a story, an anchor, a menu list, and a wide range of options so that we can invite others into more resourceful states.

Definition of “State” A state is a mental and emotional state, a dynamic mind-body state of experience or being that operates as an experiential energy field. We experience life in specific mental and emotional states . Our state of mind, state of body, state of emotion are all so inter-related that we cannot separate them. When we do, we only do so linguistically, and as a description. As we think, so we feel in our body and move and act and this entire configuration (or gestalt) is what we mean by “experience.”

We live and move and have our being as a neuro-linguistic class of life.

As a neuro-linguistic class of life we experience and map the territory beyond our skin, the world “out there” so that we can effectively relate to it. This means that most fundamentally, we operate as pattern detectors and mappers, and this gives us our most unique ability to program ourselves.

As we map things, so we become. It begins with our neurology, how we use our nervous system and sense receptors. It also involves our linguistics, how we use symbols, words, metaphors, and classifications to create mental and emotional programs.

In this way we discover how to take charge of these processes and run our own brains. NLP provides the models and technology for precisely doing this.

Lesson 8: States as Meta states 55 ISNS School Project ® 2012 Taking charge of our “reality constructions” empowers us in managing our neurology, building ever-more accurate and enhancing models of the world increases our resourcefulness. This is the foundation for effective communication — excellent state management.

State Components: If we create our states from our mental-emotional-somatic mapping, this gives us two royal roads to state.

Two avenues that we can use to evoke or induce a state.

1) Mind —> Linguistics: Internal representations specify our state of “mind”—the things that we internally map out visually, auditorially, and kinesthetically (VAK) as well as the things that we say to ourselves (language), our “understandings, learnings, beliefs, values,” etc. that make up the representations on "the theater of the mind."

Because we always have a choice about what to represent and how to code that representation, we have Representational Power.

The languages of the mind, how the mind “thinks” and encodes information. In NS we call the result, the representational screen or internal cinema or movie of the mind (see MovieMind, 2003).

The sensory representation systems: Visual: pictures, scenes, images Auditory: sounds, noises, music Kinesthetic: sensations, touches, tactile, proprioceptive, motor movements Olfactory (smell), Gustatory (taste), & Vestibular (balance)

The language representation system (auditory-digital) Words, Sentences, Linguistic structures Mathematics, Music symbols, Metaphors, Stories, Symbols

2) Body —> Neurology: Physiology and/or Neurology describes the physical state or state of “body”—the things that we experience in our body involving health, posture, breathing, bio- chemistry, etc. The functioning of our nervous system as it interacts within our body and physiology of our central, peripheral, and autonomic nervous systems.

Lesson 8: States as Meta states 56 ISNS School Project ® 2012 Together, mind-body makes up our states –the interface between neurology and the “languages” of mind by which we encode the information of the process world “out there” and in the process world “inside.”

This structure of our mind-body states serves as the basis for Meta-States, the higher levels of the mind. Alfred Korzybski first coined the terms, neuro- linguistics and neuro-semantics and used them interchangeably. Here we use Neuro-Linguistics for primary states and Neuro-Semantics for metastates.

STATE MANAGEMENT #101

State Object: In primary states (i.e., fear, anger, joy, calmness, sadness, etc.) the object usually refers to something outside you and “beyond” your nervous system.. What do your thoughts-and-feelings refer to? What’s on your mind?

In meta-states, the object of our state is another state so that we are now in reference to ourselves, to our own experiences of thoughts and emotions. “I feel joy about my learning.”

State Awareness: Awareness of the states and the factors that drive them. Because all states habituate, they drop out of conscious awareness. Notice the quality of the state: How "pure" your state? How much congruity?

Complexity or simplicity? Meaning or semantics? Pain-pleasure quality?

How is the state encoded and structured? Identify the qualities, properties, features, distinctions in the representations governing its intensity (i.e. vivid, sharp, quick, degree of movement, etc.).

A tool for greater state awareness is Bubble Journaling (See Sourcebook of Magic, Vol. I).

State Assessing/ Inducing: 1) Memory: Remembering a state. "Recall a time when . . ." 2) Imagination: Creating a state. "What would it look, sound, and feel like if . . ." 3) Modeling: Observing a state. “Do you know anyone who . . .”

State Altering:

Lesson 8: States as Meta states 57 ISNS School Project ® 2012 States do not stay the same, but forever change. Count on your states altering, shifting, and transforming. What methods do you have for altering your states?

State Intensity and Amplification: Gauge each state in terms of intensity. How much do you experience the state? What level of strength or weakness does the state convey? How much does it dominate your consciousness? Do you need more? Crank it up by increasing or intensifying the inner movie and you will experience more of the state. All states do not have the same level of intensity, so gauge for intensity level. Do you need more “juice?” What processes do you rely on for amplifying your states? How do you crank them up?

State Interrupts: Stop any and every mind-body-emotion state by jarring, interfering, sabotaging, preventing, etc. State Interrupts refer to ways for stopping or preventing a state from functioning.

State Dependency: States govern our learning, memory, perception, behavior, communication, etc., state-dependent LMPBC. State dependency is called "emotional expectational sets" or "conceptual expectational sets" determining what we see and hear.

State Contrasts: Compare one state with another to gain insightful understanding about “the difference that makes a difference.” What explains the difference? Does it occur at a primary or meta-level?

All states are not the same. State configurations come in all sizes and shapes. Just because you have accessed a state of thoughts-and-emotions and physiology, you may not access a similar state to someone else doing the same.

Anchoring a State: Set up a trigger (sight, sound, sensation, movement, gesture, word, etc.) and link it to the state. "Anchors" operate as Pavlovian conditioning tools for state management and depend on uniqueness, intensity, timing, purity. Wait until you or another person has reached the peak of the experience, then link some unique trigger to it. Test to see if the trigger then “fires off” the state. If so, you have an “anchor.

State Utilization:

Lesson 8: States as Meta states 58 ISNS School Project ® 2012 Detect and then use resourceful ways of thinking-feeling, perceiving, communicating, etc. "Where would I like to use this state?" "What would it look, sound, feel like to have this state in this or that situation?"

State Strategy: The pieces of information (VAK), neurology, responses, etc. that comprise the sequential composition of a state. Track down this sequence and model the pieces of the strategy that creates the state.

State as "Emotion" (Kmeta) : An emotion is a combination of sensations and languaged evaluations in the form of words about the kinesthetics; a meta-level phenomena, "emotions" consist of evaluative judgments, beliefs, meanings, values. As "states" (neuro-linguistic states) emotions register our body’s (or soma) sense of the meaning or evaluation to help us feel the energy of the meaning.

An emotion is the difference between our model of the world (which includes all of our mappings about what we want, expectations, expect, believe, understanding, etc.) and our experience of the world (what actually happens at the contact point of our skills and actions). The difference between the two is our emotion (diagram by Mike Davis).

The primary emotions already operate as a meta-level phenomena, Kmeta. Technically we could tease out yet another lost level (or coalesced level) inside the primary state: a set of kinesthetic sensations plus a cognitive evaluative judgment of meaning. Our primary emotions already involve cognitive evaluations from a previous meta-level having coalesced into a primary state. This illustrates how metalevels merge with primary states.

State Extending / State Containment We can both extend and contain states—these properties of neuro-linguistic states enable us to take the thoughts-feelings and all of the mindbody correlations and contaminate other experiences with a state. We can also build boundaries and barriers around a state so as to disconnected to other things. In various contexts, both phenomena provide new resources if used appropriately.

State Expressions versus State Frames We have 4 central expressions of State: Thinking-Feeling, Speaking, Behaving. T — What do you think about this or that?

Lesson 8: States as Meta states 59 ISNS School Project ® 2012 F — What do you feel? S — What do you say? B — What do you do?

STATE ELICITATION SKILLS The ability to effectively elicit responses, states, experiences is crucial to be a professional communicator. The skill of elicitation enables us to discover the structure of subjective experiences wherever you find them whether in ourselves or in others. The skill of eliciting enables us to learn how to effectively transform experiences. It’s crucial for effective communicating, persuading, motivating, etc. Eliciting helps the person you're talking with to become conscious of factors that are normally outside their range of conscious awareness. This means your own patience, positive expectation, and acceptance will make it easier (and safer) for the other person to access the information.

1) First, move to an uptime state. Get yourself in the right state of being present to the person. Open all of your sense receptors to input sights, sounds, sensations, etc.

2) Invite a past memory, future imagination, or model. To elicit clean information about a person's experience you need to get the person into the state. If you don’t get the person in state, you will only be talking about the experience. Think about a time when you were thinking or feeling ... What would it like if you were fully experiencing ...? Do you know anyone who does experience ...?

3) Aim for referents that are small and simple. To elicit as a pure and discreet state as possible, ask the person to think about a referent event or experience that is clear, small, and simple. When asking for a "Strong Belief" pick something that isn't so emotionally laden as "I'm a Worthwhile person,” but "I believe learning can be fun.” "I believe developing my skills.”

4) Speak and act congruently. In eliciting a state, remember that the tools of your trade are what you say and how you say it (your tones, tempo, gestures). So be evocative. Sound like what you are trying to elicit. Make your expressions sound congruent to what you are eliciting.

5) Take your time to allow people sufficient time to process things.

Lesson 8: States as Meta states 60 ISNS School Project ® 2012 We all do not process information or emotions at the same rate. When a person “goes inside” grant them the space and room to do that by being quiet. Let them process.

6) Begin with unspecified terms and then shift to more predicate specific terms. Begin with unspecific words that allows the person to search for the experience in his or her own way. As you notice the accessing of certain representation systems, help the person by then using sensory-specific words. If you hear a visual term then say, "And what do you see...?" Good downtime questions will assist the person in locating and identifying the experience. To do that you will need just enough content so as to ask good questions. In fact, that’s the primary value of knowing some content.

7) Focus on the form and structure of the eliciting. Throughout the person’s accessing and experiencing , focus on the form and structure of the experienced by paying attention to the modalities and the cinematic features of those modes.

ANCHORING In communicating/coaching we are working with mind-body-emotional states. Once a state has been accessed, we can anchor it so that we can utilize the best states or more effective deal with the less than resourceful state. In the process of anchoring, we help the person recall a discreet experience by asking for specifics of it. In doing this we invite the person to choose one experience and ground it in specifics.

1. Intensity How intense is the state? As you gauge it from 0 to 10, where are you? What increases the intensity of your state? How quickly do you change states? Calibrate to the speed of someone going into state. Capture the state at the peak of its intensity and anchor when the person goes into the desired state. If you are touching, increase the firmness of your touch as their state increases and then release just after the peak of the experience.

2. Purity How pure and discreet is the state? How mixed? How focused is the person’s attention? Is he or she thinking about one referent or a group of them?

Lesson 8: States as Meta states 61 ISNS School Project ® 2012 3. Uniqueness How unique is the new stimulus of the anchor? When kinesthetically anchoring, where will you touch? How much pressure, for what length of time? Do you have a location you can easily return to? Avoid setting a touch anchor in an area that's regularly touched. Touch a precise place on the skin, not the clothing which will shift.

4. Timing In replicating an anchor, you "fire it off" by returning to the precise location with the same stimulus and apply the same pressure for the same amount of time. Apply a firm steady pressure, but never in a painful way, or too faintly. Then hold it. Gradually increase the pressure as the person goes more fully into the experience. It takes time for people to completely re-experience a state. When learning to anchor, have the person signal you when they're in the desired state; it'll help you calibrate.

Anchoring Exercise 1) In pairs, access a state of relaxation. Use your elicitation skills.

2) Amplify the state until it is strong and robust. Use your calibration and questioning skills.

3) Set an anchor for the relaxation state. Use your anchoring skills.

4) Break state and then test the anchor.

STATE ACCESSING AND ANCHORING PATTERN We communicate from a state to a state. It’s inevitable and inescapable. But what state? Is it a useful, productive, and/or resourceful state? Are we communicating to a person in a state that enables him or her to communicate effectively? If not, then we need to elicit or access a more resourceful state.

1) Identify the desired state and it’s mind-body components. What state do you want? Describe it a little bit. As you’re talking about that state, are you beginning to enter into that state?

Lesson 8: States as Meta states 62 ISNS School Project ® 2012 2) Evoke it fully. Think of a time when you fully experienced this state... Think of a time when you clearly had it in a powerful way. What thoughts really evoke this state? What do you need to do How much do you now have the feeling of this state? Be with that feeling... let it grow... now let it double... What would increase the experience of this state even more? What would it be like if you did fully experience this state? Use this if you’re having any difficulty eliciting the state. Do you know anyone who experiences this state?

3) Anchor the state when it is highly amplified. Set a physical touch on arm, forearm, or shoulder as the person reaches the peak of the state (a 8 or above on a 0 to 10 scale). Or anchor it visually through a gesture, auditorially by a particular tone.

4) Practice stepping in and out. Break state and repeatedly re-access . In just a moment I want you to step out of that powerful state, but before you do, take a snapshot of it in all sensory systems (what you see, hear, feel, etc.). Now let’s practice stepping in and out of that state so that you can quickly “fly into that state” at any time you choose.

5) Apply the resourceful state to a time or place in everyday life. Where could you really use this state in your everyday life as you engage in various wealth building activities? Think of that time and feel this (fire the anchor). Suppose you had this feeling or way of thinking as your attitude, fully and completely, in just the way that you would want it —would you like that? –> Yes -Would that attitude transform things as you think about that activity? –> Yes - How would it transform things... just notice inside... and enjoy. –> Yes -

Reflexive States Something happens when we access and relate one state to other states—we generate a meta-state. In these complex states, our self-reflexive consciousness relates (not to the world), but to ourselves, to our thoughts, feelings,, or to some abstract conceptual state. We access a state of thoughts-feelings and apply it to another state. We layer state upon state: we feel upset about our anger; joyful about freedom; anger at our fear.

Higher States The object of the state changes from an outside/external object to an internal,

Lesson 8: States as Meta states 63 ISNS School Project ® 2012 conceptual, and semantic object. We now think-and-feel about previous thoughts-and-feelings. The state in a higher position is meta (above, beyond) to the second and so operates as a higher logical level.

Psycho-logical States The “crazy” internal logic that arises from the layering of states, namely, our psycho-logics. When we transcend from one state (say, anger or joy) to another state (say, calmness or respect) we set the second state as a frame over the first and include it inside it. This gives us “calm anger,” respectful joy, joyful learning, etc. It makes the first state a member of the class of the second.

Psycho-Logical. If you say, “But that’s not logical.” Yes, you’re right. It is not. Yet it is psycho–logical. And that’s the difference. On the inside, when we put a state like anger or fear inside another state (calmness, respect, gentleness, courage, etc.), we change the internal logic of our nervous system and person. This is what we mean when we talk about “logical levels.” When we put one state in a “logical” relationship to another state so that one is at a higher level then the higher one is about the other. This about-relationship establishes the “logic.”

Meta- or Logical-Level States; There are no such “things” as logical levels. They do not exist “out there.” They exist only in the mind as how we represent categories as we categorize and so layer level of thought upon level of thought and emotion. The term logical level is made up of two nominalizations. So what’s the hidden verb in those false- nouns? Layering and reasoning—the reasoning that we layer over our previous experiences.

States are made out of fluid Logical Levels To understand Meta-States, you have to shift from thinking about rigid hierarchical levels to fluid levels ever in flux, ever moving, changing, and in process. They are not things, they are not rigid, as mental and emotional energy expressions of representing and framing they arise and vanish according to our thinking. That’s why they are so fluid and plastic and do not hold still.

∙ The levels (or layering) are made out of the stuff of state (thoughts-and- feelings). They are not “real” or solid or static even though we use nominalizations like beliefs, values, identity, mission, understanding, intentions, etc. to describe them. ∙ In Meta-States we have identified over 80 logical levels. These meta- levels then give us the Meta-Questions: decisions, understandings, expectations, knowledge, pleasure, intention, symbols, metaphors, etc.

∙ Each of these terms are but facets of the same thing— experience and just other words for describing the layering of our thoughts. If you bring a state of confidence to your self, this operates as a belief, and because you treat this as important, you value it; you understand facets of some

Lesson 8: States as Meta states 64 ISNS School Project ® 2012 knowledge that area, this leads to expectations, decisions, identifications, intentions, etc.

Semantically Loaded States Meta-States also enables us to identify the levels in our mental mappings and the way we create meanings in our mind-body system. What are the levels of mapping? 1) Perceptual Mapping Our neurological mapping with our sense receptors (eyes, ears, nose, skin, etc.) prior to conscious awareness. 2) Representational Mapping How we present to ourselves again what we have seen, heard, and felt. We fill up our internal “screen of consciousness” or internal theater of our mind. This gives us our cinematic sense of things and our primary states. 3) Conceptual Mapping How we reflect on our internal movies and experiences using various ideas and concepts. We layer more conceptual thoughts onto our thoughts and feelings to create the categories and classes of our mind. This creates our neuro-semantic states.

Refer to the following Manuals: Coaching Essentials Manual Module 1

 Today is about learning more about yourself.  Today is learning about how to become a leader and the best leaders know how to lead them selves and how their mind works.  Today we are going to learn about our brain and another piece of how we can run our own brain.  We are going to spend an hour together having fun as we learn about how our brain works.  Today we are going to learn more about the powers we have as human beings, the power to run our own brain.  Today we are going to learn and become aware of how clever our mind is.  Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.  Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.  Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.

Lesson 8: States as Meta states 65 ISNS School Project ® 2012 Lesson Plan (with step by step Procedures) The content of this lesson is based on the objectives identified and set at beginning of the lesson plan. At the beginning of this lesson, if required, check in if task from the last lesson was completed and how it went.

Step 1: Revise the previous session 4 that addressed Primary States with the class.

Step 2: Explain the concept of Reflexive States

Step 3: Explain higher States

Step 4: How do we go META?

Flash Cards of NLP and NS Presuppositions

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. Ask questions: What did you learn about yourself today? What did you learn about others?

Application: In this section, we establish how the student will apply this in their environment / world. Ask the following application questions:

Lesson 8: States as Meta states 66 ISNS School Project ® 2012 How will you use what you have learnt today? What will remind you, each day, of what you have learnt to do? How are you going to remember this?

Assessment/Homework Based On Objectives: For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions: What 1 thing will you think, feel, say or do from now on because of what you now know?

Now each learner is to complete a table at home for a given situation that is in their workbook.

The idea is that it is to give all learners the same situation and to illustrate in the next session how many different meanings and meta-levels they have given the same situation.

Lesson 8: States as Meta states 67 ISNS School Project ® 2012