1. 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

2. 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.

3. 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

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

5. 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

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

7. 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)

8. 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

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

10. 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

11. 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

12. 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)

13. 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

14. 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

15. 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

16. – 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

17. 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

18. T h a n k
Y o u