1.

82% of communication is:

a.

nonverbal.

c.

the content of what you actually say.

b.

up to women.

d.

unimportant.

2.

A student you have called on gives you an incorrect answer to your question. It is more efficient and respectful to:

a.

roll your eyes to the ceiling, throw your hands into the air and exclaim, "You're hopeless!!!"

c.

make fun of the student so that the rest of the class laughs at how stupid his answer was.

b.

smile, shake your head "no" and call on another student.

d.

tell the student that he/she is lazy and actually that material was covered two months ago.

3.

You have a splitting headache; your husband has lost his job and you just had a disagreement with a colleague during the break. You are now in class and you feel miserable. It is best if you:

a.

act with your students the way you feel.

c.

tell your students that you're having a bad day.

b.

pretend that everything is normal.

d.

burst into tears.

4.

When you instantly like and get along with someone, it's probably because:

a.

the person is a good conversationalist.

c.

the person is the opposite of you.

b.

the person is similar to you.

d.

you have no idea but you wish you did.

5.

You have a student you just can't get along with. You do not like this student. What is the best approach?

a.

Be honest and talk about it with the student.

c.

Visit your psychiatrist because you know as a teacher you should like every child.

b.

Ignore your feelings.

d.

Focus on nonverbal rapport.

6.

You want to have a serious talk with one of your students. The student is sitting in a chair all slouched over. You should:

a.

Slouch a bit too.

c.

Demand that he/she sit up straight.

b.

Model good posture.

d.

Throw out the chairs and sit on the floor.

7.

A student has been misbehaving. You want to talk to the student in the hall during the break. It is advisable to:

a.

make sure the student looks directly at you while you are speaking.

c.

talk to the student in a face to face position.

b.

let the student know who is the boss here.

d.

approach the student from the side and stand next to him while talking.

8.

During conflict it is always a good idea to:

a.

do what comes naturally.

c.

counter attack with finesse.

b.

go against your natural inclinations in order to buy time.

d.

put on a happy face.

9.

Two students are whispering to each other during the lesson. It is best if you:

a.

give them a hand-signal to be quiet.

c.

call on the student sitting next to them.

b.

sneeze loudly or drop a book.

d.

all of these.

10.

A student is disturbing the class and it is necessary for you to discipline him/her. It is advisable to:

a.

Stop talking in the middle of a sentence, don't move and discipline the student immediately.

c.

Stop the student and tell them how they should behave in the future.

b.

Let the student know how angry (sad, etc.) he/she makes you.

d.

None of these.

NLP

"Model of Excellence "

MICHAEL GRINDER: "Righting the Educational Conveyor Belt" & "ENVOY"

VAKOG = VisualL, Auditory, Kinesthetic, Olfactory& Gustatory

Preferred Modality

NLP (Neuro Linguistic Programming) was developed in the 70s in California by John Grinder and Richard Bandler.

Another name for this approach is "A Model of Excellence" . Grinder and Bandler analysed the verbal and nonverbal characteristics and messages of several exceptional psychoanalysts, in order to give other analysts models, which could help them achieve better professional results.

They soon realized that "A Model of Excellence" was possible for almost every occupation – and for any form of communication as well. Michael Grinder (John's brother) is specialized in education and many of these techniques stem from his work.

One of the basic assumptions in NLP is that each of us perceives reality with our five senses. Visual, auditory, kinesthetic, olfactory and gustatory. The initial of these words build the acronym: VAKOG. Although we are constantly absorbing information with all five senses, each of us has a preferred sense or preferred modality – usually either visual, auditory or kinesthetic.

In addition we have the tendency to generelize, distort or filter reality. Therefore each of us perceives a different reality. Childhood experiences are another great influence on our perception of reality and belief systems. In other words, my reality and your reality differ. Or as it is expressed in NLP terminology: "The map is not the territory."

Another important principle of NLP is that it is possible with certain NLP techniques to change our "programming" and our belief systems. These changes can enrich our lives and improve our capacity to communicate.

Learning Styles

Mirroring

Rapport

Pacing

Leading

Once we have learned to recognize the visual, auditory and/or kinesthetic learning styles in our students, we can then "mirror" this learning style and establish rapport with the student. Mirroring can be done with body posture and movement, the choice of words, the voice and breathing.

Mirroring leads to the establishment of rapport with the student. Rapport means being on the same wavelength with others. Whenever we are in rapport, we are communicating.

Establishing rapport and developing relationships with students is not only the key to learning success, but it is also often the solution to many discipline problems.

After the teacher has established rapport with the student, the next step is "pacing". This means remaining in rapport with the student for a while. After rapport is established, the teacher can then verbally and nonverbally “lead” the student to a "place" where learning is more easily possibly.

Congruent

Incongruent

Goal = Systematizing Nonverbal Behavior

Setting Anchors

Inner State

Mirroring, pacing and leading take place mainly on a nonverbal level. When a teacher's nonverbal messages confirm his or her verbal messages, we say that the teacher is congruent. If we are incongruent, the nonverbal message is ALWAYS stronger than the verbal message.

For example, if a teacher is disciplining a student, it is very important that the student (and possibly the entire class!) not be permitted to start a lengthy discussion with the teacher about the disciplinary measure. If, however, the teacher's posture and voice indicate to the student that he or she should answer the teacher, that is what the student will surely do! Even if the teacher's words themselves express the exact opposite.

The goal of "Nonverbal Classroom Management" is to systematize our nonverbal behavior in the classroom. One of the most important aspects of this is setting anchors. Anchors can be compared to rituals, signals or contracts. If they are used systematically, they create certain feelings or reactions (a certain inner state) in our students and in ourselves. It is our goal to achieve an inner state that is not only beneficial for learning but that also establishes a certain state of expectation.

Discipline Anchor

Individual places within the room can also be used as anchors for various purposes. Moving to the "story-telling anchor" immediately results in a state of expectation in the students, "Now we are going to hear a story!"

Associated

Dissociated

Teachers can also use anchors to produce a feeling of association or dissociation within themselves. If a teacher is associated, this means that his or her feelings and thoughts concerning a certain situation are fully present. Normally this is a good state to be in but sometimes it is better if one is not involved emotionally. For example, while disciplining a student it is better to have an objective point of view similar to that of an outsider. This means being dissociated.

It has been estimated that teachers use at least 50% of their teaching time managing the classroom. The techniques described here help teachers to reduce this period of time and finally to do what they became teachers to do – namely to teach!