Role of Neuro-linguistic Programming (NLP) in teacher empowerment in the teaching learning process

Selvaraj, R (Renukadevi)
NITTTR (Ministry of HRD, Govt of india), CHENNAI, INDIA, TARAMANI, CHENNAI, 600113, Chennai

 

Submission type

Oral only

Scheduled

Room 119, 11-07-2019, 09:00 - 10:30

Keywords

NLP, Techniques, Patterns, Teachers, Empowerment, Teaching and Learning

Summary

Neuro-linguistic Programming is the study of modeling excellence in people. It has been described as a popular psychological approach to enable people to have “better, fuller and richer” lives (Shah, 2011). NLP was developed in 1970 in the US by Bandler and Grinder.  NLP creators claim that there is a connection between neurological processes(Neuro), language(Linguistic), and behaviors learning through experience (Programming) and that these can be changed to achieve specific goals in life (Bandler and Grinder, 1975).

Mathison (2003) in his doctoral study reported on the relevance of NLP to the theory and practice of education. NLP is commonly used to offer solutions to problems encountered in teaching learning process (Thornbury, 2001). The author has been a vivid NLP practitioner and has seen its benefits informally in improving teacher effectiveness. The author has trained overseas and Indian teachers on NLP.

This paper outlines the study conducted at NITTTR,Chennai, on training teachers on NLP techniques and patterns aimed at improving their classroom communication and student counseling thereby enabling peak performance in students. The study was conducted on 100 teachers. The study included a 5 days training on NLP. The study indicates that there is a profound impact of NLP on teachers.

Auteurs