Using Your Brain —for a CHANGE

In my contacts with educators, I've noticed that the people who teach a subject may be very good at it, and know a tot about that particular area. However, they usually know very little about how they learned it, and even less about how to teach it to someone else. I went to a lecture in a beginning chemistry class once. The professor walked up in front of 350 people and said, "Now I want you to imagine a mirror here, and in front of the mirror is a DNA helix molecule, rotating backwards." Some people in the room were going "Ahhh!" They became chemists. Some people in the room were going "Huh?" They did not become chemists. Some people in the room were going "Urghh!" They became therapists!

That professor had no idea that most people can't visualize in the detailed way that he did. That kind of visualization is a prerequisite for a successful career in chemistry, and it is a skill that can be taught to people who don't yet know how to visualize well. But since that professor presupposed that everyone else could already do what he did, he was wasting his time with most of the people in his classes.

Most studies of the learning process have been "objective." What NLP does is to explore the subjective experience of the processes by which people learn things. "Objective" studies usually study people who have the problem; NLP studies the subjective experience of people who have the solution. If you study dyslexia, you'll learn a lot about dyslexia. But if you want to teach kids how to read, it makes sense to study people who can read well.

When we made up the name "Neuro–Linguistic Programming," a lot of people said, "It sounds like 'mind control,' " as if that were something bad. I said "Yes, of course." If you don't begin to control and use your own brain, then you have to just leave it to chance. That is sort of what our educational system is like. They keep the content in front of you for twelve years; if you learn it, then they taught it to you. There are a lot of ways that the existing educational system is failing, and I'd like to discuss several of them.

"School phobias "

One of the most pervasive problems is that a lot of kids have already had bad experiences in school. Because of this, a certain subject, or school in general, becomes a cue that triggers bad memories that make a kid feel bad. And in case you haven't noticed, people don't learn very much when they're feeling bad. If a kid's response is really strong, psychologists even describe it as a "school phobia." Feeling bad in response to school situations can be changed rapidly by using a number of the techniques we've described and demonstrated earlier, but I'd like to show you another very simple way to do it.

How many of you have bad feelings about mathematics —fractions, square roots, quadratic equations and stuff like that? (He writes a long string of equations on the board and a number of people groan or sigh.)

Now close your eyes and think of an experience you had that was absolutely marvelous — some situation in which you felt excited and curious. . . .

Now open your eyes for a second or two to look at these equations, and then close your eyes and return to that marvelous experience. . . .

Now open your eyes to look at the equations for several seconds more, and then return to your exciting experience again. Alternate a few more times until those two experiences are thoroughly integrated. . . .

Now it's time to test. First look away and think of any experience that's neutral for you, . . . and then look up here at the equations, and notice your response – Man: My God, it works!

This is actually an old NLP method we call "integrating anchors." If you want to know more about that, you can read Frogs into Princes. Changing most bad responses to school can be done that easily and quickly, but you have to know how the brain works to be able to do it. (If you want to try this method yourself, you will find a page of equations in Appendix VI.)

A more imaginative way to use the same principle is to always connect learning with fun and enjoyment to start with. In most schools they have the kids all lined up sitting still in neat, silent rows. I always ask, "How long until the kids get to laugh, move, and enjoy themselves?" If you connect boredom and discomfort with learning, it's no wonder nobody wants to do it. One of the great things about computer–assisted education is that computers are more fun to be with than most teachers. Computers have infinite patience, and never make kids feel bad the way a lot of teachers do.

Remembering

Another major problem for many kids is remembering the stuff they learn in school. A lot of what is called education is simply memorizing. This is changing somewhat. Teachers are starting to realize that the amount of information is so huge, expanding so rapidly, and changing so fast, that memorization isn't nearly as