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

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Elicit what brought participants to our workshop – 2-3 minutes

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?

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4-5 min Sticky notes?


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/

http://coachfederation.org/ethics/


• Co-creating the relationship • Facilitating learning and results

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????

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

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How many of you do this currently? Which of these do you currently engage in? Who does what? „to create new habits & wiring“

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

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Now we’ve reached two critical components of coaching engagements. What kinds of powerful questions? What do we mean by “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)

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This was taken from the COUNSELING SERVICES at the University of Waterloo specifically about information retention after a lecture. “By day 2, if you have done nothing with the information you learned in that lecture, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you learned.’ “Our brains are constantly recording information on a temporary basis: scraps of conversation heard on the sidewalk, what the person in front of you is wearing. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned in the lecture that you actually do want to hold on to!” In fact, this number depends on many factors, such as teaching method, previous experiences, interest etc. and varies widely and wildly. http://www.willatworklearning.com/2010/12/how-much-do-people-forget.html At this point we are going to explore how the brain likes to learn and increase the chances of creating deeper and longer-lasting learning.

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

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Hand out quiz and give 2 min to complete. Take with slides that follow.

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.

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We assume that our brain is like everyone else’s. Basic physical and mental functions use similar circuits in the brain (e.g. moving a limb) but thoughts about more subtle issues s.a. goals and motivation involve more complex individual sets of circuits. How you solve a problem is unique. Other people might solve a problem in a very different way, using different pathways. Banana exercise

TRUE or FALSE ?



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.


2. The brain is a connection machine.

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2. The brain creates millions of new connections every second. We like to have everything connected – adrenaline and dopamine are generated gives us a boost – we feel energized insights When we’re unable to make a connection or think our way through a problem we get irritated mental dilemma or impasses

http://upload.wikimedia.org/wikipedia/commons/c/c6/Neurons-axons-dendrites-synapses.PNG

TRUE or FALSE ?




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3. New ideas or behaviours use “working memory” = v. limited - repeated behaviours, thoughts, or activities become hardwired, so we don’t have to pay attention and less energy is used. E.g. driving along a familiar route. Reason fossilization occurs. Coaching involves getting people out of this automatic state to learn something new, and back into this automatic/unconscious


3. The brain hardwires everything it can.

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3. New ideas or behaviours use “working memory” = v. limited - repeated behaviours, thoughts, or activities become hardwired, so we don’t have to pay attention and less energy is used. E.g. driving along a familiar route. Reason fossilization occurs. Coaching involves getting people out of this automatic state to learn something new, and back into this automatic/unconscious

http://upload.wikimedia.org/wikipedia/commons/c/c6/Neurons-axons-dendrites-synapses.PNG

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

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2. The brain creates millions of new connections every second. We like to have everything connected – adrenaline and dopamine are generated gives us a boost – we feel energized insights When we’re unable to make a connection or think our way through a problem we get irritated mental dilemma or impasses 3. New ideas or behaviours use “working memory” = v. limited - repeated behaviours, thoughts, or activities become hardwired, so we don’t have to pay attention and less energy is used. E.g. driving along a familiar route. Reason fossilization occurs. Coaching involves getting people out of this automatic state to learn something new, and back into this automatic/unconscious . = LEARNING JOURNEY

TRUE or FALSE ?




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4. Old habits affect how we see things much more than any new data fresh from the world. Beliefs and attitudes play a huge role in how people perceive things, making it challenging to see things as they are or could be. Most people can create new habits or change their habits as long as they have the right facts and evidence.


4. Hardwiring affects our perception more than new facts and information.

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4. Old habits affect how we see things much more than any new data fresh from the world. Beliefs and attitudes play a huge role in how people perceive things, making it challenging to see things as they are or could be. Most people can create new habits or change their habits as long as they have the right facts and evidence.

http://upload.wikimedia.org/wikipedia/commons/1/10/Perception_process.png

TRUE or FALSE ?




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5. “Cells that fire together, wire together.” Hebb’s Law (1949) Trying to get rid of circuits (and habits) just by thinking about them, is often ineffective and counterproductive – deepening them instead. Focusing on solutions vs on problems. Focusing on good habits vs bad ones. Pointing out students errors ..


5. It’s practically impossible to deconstruct our wiring.

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5. “Cells that fire together, wire together.” Hebb’s Law (1949) Trying to get rid of circuits (and habits) just by thinking about them, is often ineffective and counterproductive – deepening them instead. Focusing on solutions vs on problems. Focusing on good habits vs bad ones. Pointing out students errors ..

https://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=https://www.flickr.com/photos/brewbooks/7780990192&ei=4mNAVeH0D9OdygTtyoHwCA&psig=AFQjCNGHwmz9F3PQnqVaDhzZIbAWyR1jeg&ust=1430369592650655

TRUE or FALSE ?




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6. The brain creates new connections and circuits all the time. To create a long-term circuit, the key is to pay lots of attention, both in the form of quality and quantity. So we can’t get rid of old habits, but we can replace them with new ones through repeated action.


6. It’s easy to create new wiring.

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6. The brain creates new connections and circuits all the time. To create a long-term circuit, the key is to pay lots of attention, both in the form of quality and quantity. So we can’t get rid of old habits, but we can replace them with new ones through repeated action.

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

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5 domains of human social experience: Status is about perceived relative importance to others. Certainty involves being able to predict the future. Autonomy is a sense of control over events. Relatedness is a sense of safety with others. Fairness is a sense of fair exchange between people.

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://commons.wikimedia.org/wiki/File:Limba_sistemo_sentekste.jpg&ei=Cn5AVf-kH4WfgwS8oYCIAg&psig=AFQjCNH_DbqtA5WsM5UIO_07aoJlQT254w&ust=1430376144802332


• Active Listening

• Powerful Questioning

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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.

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Listen to the words, Listen for emotion, and Listen for body language. All of these will help you understand the meaning of what your coachee is saying.

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

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The brain works to find order and predict what will happen next based on our memories, experiences, agendas Comparing data input to predictions is the primary function of the neocortex or our higher level thinking. 20-50% of the time we don’t actually hear what people mean, especially what they precisely mean Let’s say you have a student that you believe is a low performer based on an experience you had with that student. Going forward you will have predict the outcome of a conversation before it is even finished. You are not listening for the potential in the conversation, but you are allowing your predictive mind to guide your thoughts.

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

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Let’s say you have ask a student a question and they’re struggling with the answer. How long do you wait before you rescue them? Do you listen for potential?

LISTEN FOR POTENTIAL

Listen generously

Listen for what people mean

Listen at all levels

Listen without judgment

Listen for Potential

Quiet Leadership – David Rock

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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. Listen for what people mean: 20-50% of the time we don’t actually hear what people mean, especially what they precisely mean. Requires listening without assumptions, and not filtering the data from our own view. Paraphrase – demonstrates listening and empathy - clarifies understands & promotes Mirroring – repeating the last word or phrase and putting a question mark after it - asks for more input without guiding the direction Reflect what has been said by repeating a statement in a way that makes the essence of the statement clearer. It is NOT paraphrasing, which is simply saying the same thing back in different words. “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. Ask questions to clarify certain points. - "What do you mean when you say." "Is this what you mean?" Summarize the speaker's comments periodically.

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.

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20-50% of the time we don’t actually hear what people mean, especially what they precisely mean Requires listening without filtering the data from our own view

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!

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3-4 min

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

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Permission - keeps the limbic system calm and makes the coachee’s thinking more effective. - gives them the power of choosing where a conversation goes. puts people on equal footing in regard to the direction of the conversation helps people feel more comfortable Placement Letting someone know exactly where you are in a conversation, what is about to happen and what you are trying to achieve Reduces uncertainty calms the limbic system Helps people to be fully engaged in the conversation Ensures both people have equal status Powerful Questions The essence of being a facilitative coach is to ask thinking questions that lead people to think about their dilemma and make new connections by themselves Can lead to positive change through improved thinking and new habits Clarification Reflect Stating something that wasn’t’ quite said. Voicing the core essence of what is being said. Can add greater value to the conversation. Sometimes it can just be repeating or paraphrasing Shows active listening http://www.cic.astd.org/Resources/HOI%20Archive/Documents/ASTD%20Coaching%20to%20Share%205-15-14.pdf https://www.conferences.uillinois.edu/UserFiles/Servers/Server_1630/File/2013UIUCBusinessConference/TheBrainatWork/TheBrainatWork.pdf

DANCE OF INSIGHT ACTIVTY

DIALOGUE ACTIVITY: Pick out Permission and Placement

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DIALOGUE activity

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?

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Provided as handout

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…

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Provided as handout

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?

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Provided as handout

DANCE OF INSIGHT

Placement

Questioning Clarifying

Quiet Leadership -David Rock

PERMISSION


Powerful Questioning

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What kinds of powerful questions? Now we’ve reached two critical components of coaching engagements. At this we are going to explore how the brain likes to learn and In order to ask the rights kinds of questions and create deep and long-lasting learning, we need to understand how the brain works and how it likes to learn.

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?)

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SAY FIRST The essence of being a facilitative coach is to ask thinking questions that lead people to think about their dilemma and make new connections by themselves Individuals learn best when they come to their own answers and find insights from within their own experiences. Can lead to positive change through improved thinking and new habits Sharing alternative perspectives and providing optional approaches is sometimes helpful, but the majority of the time, coaching involves asking questions. = most frequently used tool.

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

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Individuals learn best when they come to their own answers and find insights from within their own experiences. Sharing alternative perspectives and providing optional approaches is sometimes helpful, but the majority of the time, coaching involves asking questions. = most frequently used tool.

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

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We know that an iceberg has only 10 percent of its total mass above the water while 90 percent of it is underwater. But that 90 percent is what the ocean currents act on and what creates the iceberg’s behavior at its tip. Coach has to impact THINKING to bring about new patterns of behaviour and desired outcomes/results. A systems thinking tool designed to help an individual discover the patterns of behavior that underlie a particular event or issue.

ICEBERG MODEL ACTIVITY

DIALOGUE: Identify powerful questions you could ask at each level

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ACTIVITY: DIALOGUE - identify POWERFUL QUESTIONS you could ask for each level. Refer to handout with questions – GIVE AT THE END OF SESSION


• 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?

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Provided as handout


• 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?

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Provided as handout

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.

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Allow for a brainstorming session – 20 to 30 min

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.


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


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

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Talking about grammar concepts helps to hardwire new learning Asking what they already know and persisting until they tell you something (stretch) increased confidence


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

http://www.scr911.org/training/downloads/Scenarios/Active Listening.doc

http://www.scr911.org/training/downloads/Scenarios/Active Listening.doc

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]

mailto:[email protected]

mailto:[email protected]