Magic Valley NLP

NLP Presupposition: If what you are doing isn’t working, try something else

Events are real, however names have been changed. 

Lou was sloppy.  He had learned from a previous class he was in that he had to get his work done to get computer time.  There was something missed in the teaching; he only has to get the work done, not done right, simply done.  He loves to play on the computer and would speed through assignments putting scribbles in the blanks to finish faster..

I reflect on time line work with NLP.  How can I apply time line work to my student?  Then I got an idea.  Lou and I created a time line.  I found a paper he had done long ago that was super sloppy.  I then planted the idea that this was his work when he first came here to my classroom.  We then found a typical example of his work at the present time. It was very little, yet noticeably improved.  Last I gave him the challenge to do something his very best.  This was a real struggle for him.  He slowed down and took his time then did a beautiful coloring job on a small chicken with every bit of the coloring in the lines.   

Next we created a time line on paper. We pasted the examples chosen on the  time line.  The first box represented his past when he first came in.  We pasted the representative sample on it.  He commented, “That was really sloppy, wasn’t it.” I agreed and mentioned how much more careful he is now becoming.  I was building for him a well-formed outcome.

We then took the work sample from the present box and discussed it. We talked about what is good and what is not. Most of all we talked about what he had improved to allow him the idea that he is capable of changing and improving. We pasted our sample of the present space.

Then we go to his future and paste the very well done work sample.  We spent time building a state here of a well-formed outcome for the future. This is what he wants to be when he goes to high school, neat and careful.   I worked to build for him a future that included neat and careful in it.

Now when Lou completes a page, we pull out the little time line. Where is this work on his time line?  Lou himself finds the spot.  He is responsible because it is his future he is building. 

One day Lou had his 3 square in front of him. He was doing his work and it was super sloppy.  He handed in the paper, then grabbed the time line page and stuffed it away. 

“Don’t you want to look at it?” I queried. 

“Huh uh,” he vigorously shook his head.

“Why?’ 

“Because it is here.” He pointed to the first box.  He knew. 

This three square is different from what I have used before, it gives them a sense of their past and helps them integrate it into their future, or future pace the desired behavior.  In the past I have had them point out their best letter, word or what ever.  This appears to be a stronger and more effective tool, but certainly I won’t leave the old one behind and abandon it because it gives the students a sense of pride in having their accomplishments pointed out to them.

© by Debrah Roundy 2008