Pedagogical approaches using Neuro-Linguistic Programming (NLP) Strategies from Perspective of NLP-Trained teachers
DOI:
https://doi.org/10.37134/bitara.vol16.2.10.2023Keywords:
NLP, secondary school teachers, pedagogyAbstract
The purpose of this study is to explore how Neuro Linguistic Programming (NLP) strategies applied by NLP-trained teachers as their pedagogical approaches in teaching and learning. A qualitative research was conducted among secondary school teachers in Malaysia. A total of 7 interviewees were selected. Content analysis and critical discourse analysis on analysing three sources of data collection have been carefully applied. The teachers are NLP practitioners who have been certified by the National Federation of Neuro-Linguistic Programming (NFNLP) and NLP Malaysia. This study identifies strategies of NLP that have been applied in the teaching and learning process. The strategies include ‘building rapport’, ‘representational system’, ‘logical level’, ‘Milton Models’, ‘metaphors’ and ‘anchoring’. The findings indicate that NLP is a viable means of teaching and learning practices in the classroom, but it needs flexibility due to the obstacles faced in its practices. This study identifies that NLP is a great tool in empowering teaching skills among teachers. It is also a medium to enhance the teaching and learning process. Therefore, this study proposes more thorough research on the challenges and practices of NLP on teaching and learning in the future.
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