Practitioner  Certificate in NLP for Education

Our next Practitioner Certificate course starts on April 16 and consists of 16 modules to be held on Saturdays on a monthly basis in 2010 and 2011. This first level of training involves between 130 and 150 hours of direct training in the form of practical activities and guided practice.  It gives students acquaintance with the methodology and many of the techniques comprising NLP and leads to an internationally recognised certificate as Practitioner of NLP in Education.
The Practitioner certificate with Resourceful Teaching offers you the chance to get an NLP certification and practise your English at the same time!

To enrol or for further information: send a mail to jamiearg@gmail.com or lauraszmuch@gmail.com

Venue: Versailles, Ciudad Autónoma de Buenos Aires
Time: One Saturday per month 9.00 – 17.00
Start Date: Saturday April 16
Investment: 310 pesos per module

The course includes written material and a full bibliography and morning and afternoon refreshments.  As much as we encourage reading, the real value of NLP is the putting it into practice and our students have constant opportunities to employ what they learn in their daily work and lives.

Practitioner's Certificate - Course Outline

Modules:

  1. Becoming aware of ourselves and the way we communicate

    2. What is NLP?  The Presuppositions of NLP. The big picture and the resources we have inside.  Mind and body. Nutrition and the brain.  Hemispherology. Communication – verbal and non verbal.  Process and content. Rapport. Calibrating.  Pacing.  Leading.  Logical levels.

  2. How to engage the subconscious mind

    3. V.A.K. and representational systems.  Preferred learning channels.  Eye Patterns.  Remembered and Constucted experiences.  Variety and difference in classes.

  3. Precision Language

    4. Language as the generator of actions and results. Surface structure and Deep structure.  Deletion.  Distortion.  Generalisation.  The metamodel of language.  Questions to obtain complete and high quality information.  Filters.  Precision language.  Affirmations. 

  4. Anchors

    5. Anchors.  Functional and dysfunctional anchors.  Unconscious anchors.  Spontaneous anchors. Spatial anchors. Contextualisation in the field of education. Installing anchors. How to call on resources when required.  Group bonding. Magic moments. Introduction to submodalities.  Programming motivation.

  5. Discovering inner resources

    6. Submodalities and how to work with them in relation to feelings, moods and physiology.  Visualisations. How to transform undesirable states into resources.  Stress relief techniques.  The physiology of success.  The submodalities of achievement.

  6. Being aware of our students’ inner worlds and responding to their mental programmes

    7. Association and dissociation. Sorting styles or metaprogrammes.  Filters of choice and communication. People.  Information. Place. Time. Things. Activity. Self-Others. 

  7. Perceptual Positions and Motivation

    8. 1º,2º,3º, and 4º position.  Goal setting and successful outcomes.  Well-formed questionnaire.

  8. Conflict resolution

    9. Techniques to detect and resolve symptoms, conflicts and obstacles which appear in people and organisations.  Finding the Positive Intention.  Internal and external conflict.  Win-win model.  Theory of constraints.  Congruence.

  9. Strategies

    10. Forms we use to organise thought and behaviour in order to achieve an objective.  Disney strategy.  Detecting individual strategies.  Applying strategies.  Use in learning. R.O.L.E. model

  10. Achieving continued growth

    11. Generative technique to go from an unsatisfactory present state to a desirable future state. New Behaviour Generator.  Theory of chaos.  Theory of attractors. Resistance to change. Sorting Styles – the second layer: General-Specific.  Internal-External.  Towards Objectives-Away from Problems.  Matcher-Mismatcher. Same-Different. Past/Present/Future Time orientation.  Procedure-Options

  11. Gaining deeper awareness and understanding

    12. The fine points of non-verbal pacing. The Wall.  Making new meaning of a symptom, behaviour or conflict.  Positive intention as an agent of change.  

  12. Verbal magic

    13. Reframing of content and context.  Metaphors. The ontology of language. Introduction to beliefs

  13. State Management

    14. Convincer Patterns.  Stacking and Collapsing Anchors. Protection and boundaries. Being congruent and aligned as a teacher. 

  14. Integrating the changes: 

    15. Contextualisation of course material.  Application to classroom practice. Feedback.  The classroom as a system and as part of a system.  Peak experiences and flow.  Sponsorship. Future pacing.

  15. 16. Evaluation modules

Lesson plan.  Conflict resolution. Practical techniques.