NEUROLANGUAGE COACHING - TESL PHE...• Neurolanguage Coaching Training Course 6 hours – Brain...
Transcript of NEUROLANGUAGE COACHING - TESL PHE...• Neurolanguage Coaching Training Course 6 hours – Brain...
NEUROLANGUAGE COACHING AMY SENDREA & MONIA PONTI
Adding a Powerful Gear to your Teaching
IMPETUS What brought us here?
• Neurolanguage Coaching Training Course
6 hours – Brain Based Coaching
24 hours – Language Coaching
Neurolanguage Coaching Certification • Rachel Marie Paling – Owner & Director
AGENDA 3 Sections
COACHING What is it?
• What is coaching exactly?
• What is it not?
• What are the different types of coaching?
• What is your definition of coaching?
COACHING What is it?
ICF – International Coaching Federation “A thought-provoking and creative process that inspires clients/students to maximize their personal and professional potential.” http://coachfederation.org/ethics/
COACHING What is it?
• Co-creating the relationship • Facilitating learning and results
COACHING ENGAGEMENTS Who does this?
1. Identifying an impasse 2. Getting an insight 3. Setting goals from general to specific 4. Setting specific actions 5. Setting time lines 6. Identifying follow-up actions
COACH COACHEE
ASK
TELL
PROBLEM SOLUTION
Ask questions about how to get the solution.
“What do you think the solution is?”
COACHING
Tell them what the problem is.
“You seem to be having trouble with…”
CONSULTING
Tell them the answer/solution.
“This is how you do it.”
TEACHING
COACHING ENGAGEMENTS Listen & Speak like a Coach
• Powerful Questioning
• Active Listening
“People forget 50-80% of what they’ve learned after one day and 97-98%
after a month.” (http://www.adm.uwaterloo.ca/infocs/study/curve.html)
BRAIN BASED COACHING
Awareness of • how the brain makes connections • how it hardwires learning • how to break habits
INSIGHTS ABOUT THE BRAIN What do you think?
QUIZ
TRUE or FALSE ?
Human brains are very similar. They use the same sets of circuits. The brain creates millions of new connections every day.
Our working memory is very limited.
Most people can create new habits or change their habits as long as they have the right facts and evidence. It’s practically impossible to deconstruct things that are hardwired in our brains. It’s easy to create new wiring in our brains.
BRAIN BASED COACHING 6 Insights into the Brain (David Rock)
1. No two brains are alike.
TRUE or FALSE ?
Human brains are very similar. They use the same sets of circuits. The brain creates millions of new connections every day.
Our working memory is very limited.
Most people can create new habits or change their habits as long as they have the right facts and evidence. IIt’s practically impossible to deconstruct things that are hardwired in our brains. It’s easy to create new wiring in our brains.
every second.
BRAIN BASED COACHING 6 Insights into the Brain (David Rock)
2. The brain is a connection machine.
TRUE or FALSE ?
Human brains are very similar. They use the same sets of circuits. The brain creates millions of new connections every day.
Our working memory is very limited.
Most people can create new habits or change their habits as long as they have the right facts and evidence. It’s practically impossible to deconstruct things that are hardwired in our brains. It’s easy to create new wiring in our brains.
BRAIN BASED COACHING 6 Insights into the Brain (David Rock)
3. The brain hardwires everything it can.
BRAIN BASED COACHING LEARNING JOURNEY (1960s Anonymous)
1. Unconscious Incompetence
2. Conscious Incompetence
3. Conscious Competence
4. Unconscious Competence
“Aha!” (Awareness)
“Ouch!” (Learning/Change)
Automatic
COACHING
TRUE or FALSE ?
Human brains are very similar. They use the same sets of circuits. The brain creates millions of new connections every day.
Our working memory is very limited.
Most people can create new habits or change their habits as long as they have the right facts and evidence. It’s practically impossible to deconstruct things that are hardwired in our brains. It’s easy to create new wiring in our brains.
BRAIN BASED COACHING 6 Insights into the Brain (David Rock)
4. Hardwiring affects our perception more than new facts and information.
TRUE or FALSE ?
Human brains are very similar. They use the same sets of circuits. The brain creates millions of new connections every day.
Our working memory is very limited.
Most people can create new habits or change their habits as long as they have the right facts and evidence. It’s practically impossible to deconstruct things that are hardwired in our brains. It’s easy to create new wiring in our brains.
BRAIN BASED COACHING 6 Insights into the Brain (David Rock)
5. It’s practically impossible to deconstruct our wiring.
TRUE or FALSE ?
Human brains are very similar. They use the same sets of circuits. The brain creates millions of new connections every day.
Our working memory is very limited.
Most people can create new habits or change their habits as long as they have the right facts and evidence. It’s practically impossible to deconstruct things that are hardwired in our brains. It’s easy to create new wiring in our brains.
BRAIN BASED COACHING 6 Insights into the Brain (David Rock)
6. It’s easy to create new wiring.
BRAIN BASED COACHING LIMBIC SYSTEM – Emotional Brain
Controls basic emotions : fear, pleasure, anger, memories
• Must be in a calm state for lasting learning to occur • If over aroused recalling, memorizing, understanding
becomes limited • SCARF® - David Rock
COACHING ENGAGEMENTS Listen & Speak like a Coach
• Active Listening
• Powerful Questioning
ACTIVE LISTENING Definition
• Making a conscious effort to hear and understand what other people are saying.
• Paying close attention to what they’re
saying and how they’re saying it.
BRAIN BASED COACHING How the brain likes to listen
• Find order & predict what will happen next
• Neurons send signals to brain about our predictions in advance • Compare received data with our predictions
1. We hear what we listen for, pay attention to what we expect 2. We listen to prove our theories about other people/situations
upbringing experiences
agendas
expectations education
BRAIN BASED COACHING How the brain likes to listen
• People seek our help responsible want to help • Tend not to see others as capable, strong, fully able to come up with
great ideas and solutions on their own
1. We listen to others as needing help 2. We stop listening and rush in with advice / solution
LISTEN FOR POTENTIAL
Listen generously
Listen for what people mean
Listen at all levels
Listen without judgment
Listen for Potential
Quiet Leadership – David Rock
LISTENING FOR POTENTIAL Listen Generously
• Requires coach’s full attention and trying to view the
situation from the coachee’s perspective.
• Listen without interrupting and reacting – GET USED TO
SILENCE ALLOW FOR THINKING TIME
• Allow coachee to develop their own conclusions and insights.
LISTENING FOR POTENTIAL Listen for What People Mean
•PARAPHRASE demonstrates listening and empathy
clarifies understanding
•REFLECT what has been said by repeating a statement in a way that makes the essence of the statement clearer.
LISTENING FOR POTENTIAL REFLECT Examples
“I get really nervous when I have to speak in front of people. I don’t know why. I just get scared.”
- “Sounds like your are saying you’re afraid of making mistakes. Does that sound right?” "What I'm hearing is," and "Sounds like you are saying," are great ways to
reflect back.
LISTENING FOR POTENTIAL Reflect
• Paraphrase & Reflect: "What I'm hearing is…" “It sounds like you are saying…” “Are you saying …? / Are you telling me …? “I’m picking up that …” “I’m getting the sense that …” “So if I’m hearing you right…”
• “Am I right?”
LISTENING FOR POTENTIAL ACTIVITY
Let’s Practice!
DANCE OF INSIGHT
Placement
Questioning Clarifying
Quiet Leadership -David Rock
PERMISSION
DANCE OF INSIGHT Quiet Leadership – David Rock
Coaching Conversation:
Permission – Asking if it is okay before proceeding
Placement – Where you are & what’s going to happen next
Powerful Questions – thinking questions
Clarifying – “Repeating” a statement in a way so it is clearer
DANCE OF INSIGHT ACTIVTY
DIALOGUE ACTIVITY: Pick out Permission and Placement
DANCE OF INSIGHT Permission
• Permission: Are you comfortable talking more about that? Would you like to brainstorm ideas with me? Are you ready to discuss next steps? Would it help to set a timeline? I get a sense you have more to say about that, could I probe a little further? I’d like to understand more about your thinking, would it be alright to talk
more about that?
DANCE OF INSIGHT Placement
• Placement: • Setting the scene • How long you’re going to speak for • Where you’re coming from • What your goal for the conversation is Today I’d like to focus on …How do you feel about that? (with Permission) We’re going to take 8-10 minutes on… Now we’re going to move on to…
DANCE OF INSIGHT
H T T P S : / / W W W. C O N F E R E N C E S . U I L L I N O I S . E D U / U S E R F I L E S / S E R V E R S / S E R V E R _ 1 6 3 0 / F I L E / 2 0 1 3 U I U C B U S I N E S S C O N F E R E NC E / T H E B R A I N A T W O R K / T H E B R A I N A T W O R K . P D F
Clarifying
• Clarifying “What do you mean when you say...” “Is this what you mean?”
Clarifying Checklist – What to ask yourself What is the person trying to say?
What are they not saying?
What is the emotional context inside what they are saying?
What’s “behind” their words – what do they really feel?
What’s the essence of what they’re saying?
What are they saying that they can’t hear for themselves?
DANCE OF INSIGHT
Placement
Questioning Clarifying
Quiet Leadership -David Rock
PERMISSION
COACHING ENGAGEMENTS Listen & Speak like a Coach
Powerful Questioning
COACHING ENGAGEMENTS POWERFUL QUESTIONING
• Catalyzes INSIGHT, INOVATION, and ACTION generates curiosity in the listener generates energy and forward movement invites creativity and new possibilities stimulates reflective conversation is thought-provoking surfaces underlying assumptions channels attention and focuses inquiry evokes more questions
Open-ended questions
(WHAT? HOW?)
COACHING ENGAGEMENTS QUESTIONING PITFALLS
• AVOID QUESTIONS focus too much on problem and its details rather than desired outcome force action too soon convey your personal opinion or advice
COACHING ENGAGEMENTS Iceberg Model
OUTCOME
BEHAVIOURShabits
EMOTIONS What we feel
THINKING: Mental Models What we think
Values & Beliefs
Presentation doesn’t go well
Forgetting script, rushed speech, no eye contact
Panic, judged, incompetent uncomfortable
Can’t present, not good in front of audience
Coach has to try to impact
thinking
ICEBERG MODEL ACTIVITY
DIALOGUE: Identify powerful questions you could ask at each level
COACHING ENGAGEMENTS POWERFUL QUESTIONING
• VISION questions: What would you like the outcome to be? Could you describe the ideal outcome? What would it be like if you could…? How would it feel if you could…?
• THINKING questions: How long have you been thinking about this? How often do you think about this? On a scale of 1-10, how motivated are you to reach this goal? Can you see any gaps in your thinking?
COACHING ENGAGEMENTS POWERFUL QUESTIONING
• PLANNING questions: Do you have a plan for achieving your goal? What do you think would be a good plan? What can we do to move forward in this area? What can we do to help you feel differently about this issue? How clear is your plan?
• DETAIL questions: What actions do you need to take to help you achieve your goal? What alternatives do you see for moving forward in this area? What is one step you could take towards that this week? What will you complete by next week?
AGENDA 3 Sections
LANGUAGE COACHING Definitions
“Neurolanguage Coaching™ is the efficient and fast transfer of language knowledge and skills from the Language Coach to the Language Coachee with sustainable effects facilitated by brain based coaching, coaching principles and neuroscience.” (Rachel Marie Paling, 2014)
LANGUAGE COACHING Bringing it into the classroom
1. How do we bring coaching principles and brain based learning into the ESL classroom?
Repeated Practice: Giving students many opportunities to repeat new structures for new wiring to happen. Introduce new concept, test for recall, refresh the knowledge, test for recall again.
Stretching into Conscious Competence: When introducing a new concept, don’t run to the rescue. Encourage them to work it out.
LANGUAGE COACHING Bringing it into the classroom.
Keeping the Limbic System Calm Placement & Permission Experiential Learning
Studies of the brain and learning show that physical, emotional, social involvement in learning increases engagement and retention .
Reflection, choice, and control over their learning.
LANGUAGE COACHING Bringing it into the classroom
Self-Directed Learning : outlined by Knowles (1975) Majority of the responsibility for learning to the student make their own goals set their own actions and timelines
LANGUAGE COACHING Bringing it into the classroom
2. How could you teach grammar differently using a coaching perspective?
Ask more thinking questions Let them tell you what they already know Use powerful questions and Listening for Potential
LANGUAGE COACHING Bringing it into the classroom
3. What would be some examples of situations in your classroom where you could use these principles?
After assessments Giving feedback One on one interactions Whole class (placement & permission)
SOURCES If you are interested.
Rock, D. (2006). Quiet Leadership. New York: Harper Collins.
https://www.conferences.uillinois.edu/UserFiles/Servers/Server_1630/File/2013UIUCBusinessConference/TheBrainatWork/TheBrainatWork.pdf http://www.mindtools.com/CommSkll/ActiveListening.htm
SOURCES If you are interested.
Feel free to contact us. Amy Sendrea – [email protected] Monia Ponti – [email protected]