A Therapeutic Approach to EFL Teaching -  NLP-based and Guided-Imagery-assisted If you can dream it, you can do it Focus on WHAT rather than HOW

Why Thinking Therapeutic? In post-modern age - instant messaging, multi-tasking , excessive stimuli ,incessant transformation = in-depth learning becomes "mission impossible" in many cases perceived academic failures and disabilities, permanent scars: trauma, anxiety , low self-esteem as a learner. more severe blockage in FL learning - language errors may put one in a position of a fool, since medium of teaching is at the same time subject matter.

Why NLP and Guided Imagery? NLP = Neuro Linguistic Programming= replacing automatic old and irrelevant/overgeneralizing neural pathways/connections with new and successful ones through guided images which are tailored to one’s subconscious interpretation of reality. The only meaningful learning can come in an inner state of relaxation and emotional balance leading to individual introspection and self revelation

The Pyramid of Achievements BEHAVIORS ABILITIES BELIEFS R E S U L T

Empirical Evidence Study conducted by Dov Roitman and Idit Braverman results - underachievers/ frustrated/ helpless/ lowly-motivated Results - achievers – marks reflect potential Study group Control group inhibiting beliefs – This course is my last chance/ I will fail facilitating beliefs – There are other chances/ I am ready focus on shortcomings – concentration issues/ pessimism/ underestimated potential/ low self-image Focus on abilities – concentration/ time management/ self-awareness inhibiting behaviors - stress/ blackout/failure to express potential facilitating behaviors - relaxation/ expression of potential

Implications and Applications TEACHERS’ PROFESSIONAL DEVELOPMENT Emotional Balance and Various Language Skills – SPECIFIC TEACHING By Avital Halevy

Pre-Course Relaxation Technics Better rapport with students – Higher Motivation Pacing and Leading Papier Here also motivates writing Use of anchors through images(to identify and later create emotional balance, e.g. individual paradise, English and specific goals) also motivates listening, speaking and writing (e.g. describe a place)

Diagnostic and Scaling Measures to lower sense of difficulty EIFRAT Event Interpretation Feeling ReAcTion SCORE Symptom Cause Outcome Resource Effect (ecological test) Ongoing scale of 1 to 10 regarding present and wanted levels of RESOURCE

Specific GOALS, EVENTS, RESOURCES(*) THINK SPECIFIC Specific GOALS, EVENTS, RESOURCES(*) (*) focus on BOTH individual available and wanted resources/abilities to motivate learning efforts

Promoting Facilitating Beliefs Rewriting Inhibiting Beliefs Title to inhibiting beliefs Hard feeling/s Contradictory Event Resulting feeling/s Resulting Conclusion New feeling/s e.g. anchoring name of text one succeeded in

Promoting Facilitating Abilities Chain of Anchors as Stepping Stones for Success UNFAMILIAR BANK outcome/ new facilitating response FAMILIAR BANK symptom/ automatic inhibiting response Floating River Resource + Image + Anchor A3 A2 A1 A4

Generating Facilitating Behaviors Identifying someone real/ unreal with facilitating abilities/ responses/ resources needed as a source of inspiration Imagining how this person replaces you in an EFL class e.g. posture, looks, responses, gestures, aura Also motivates writing (describe a person)

Diagnosing Learning Styles and Matching Strategies THE SPECIFIC LEARNER Diagnosing Learning Styles and Matching Strategies I like to write and scribble a lot/ I love to watch at people and observe them The Visual Learner highlighting main ideas flashcards/ notes/ magnets presentations graphic organizers

Reading aloud/ quizlet/ google translate mnemonics/short forms/ puns I can hear myself thinking/ I prefer listening to taped stories to reading stories The Auditory Learner Reading aloud/ quizlet/ google translate mnemonics/short forms/ puns smart recorders rhyming/ singing

I like to exercise regularly/ I like to cuddle on the couch/ I have good coordination The Tactile/ Mobile Learner Finger movement (writing in the air) spatial learning/ gestures rewriting acting out/ dancing/ jumping

– based on students’ daily-life associations My Application Store Images as Mnemonics – based on students’ daily-life associations stages of research as AMPMRC skimming as Pass the Parcel game and eye catchers as gifts The Reference dance – one step forward for clues , and one step backward in reverse for answer

Relevant NLP Pre-suppositions We all have all the resources we need There is no failure but feedback (for growth) The map is NOT the Territory: every person’s map is unique There is always Another Way Behind every action is a positive intention

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