What NLP has taught me about the role of Rapport building and maintaining strategies in teaching
I found gaining Karen’s trust challenging. The more I tried, the more she retreated. She passively resisted practicing; she did not complete her homework practice sheets and showed minimal interest in the lessons, which became more and more frequently, unpleasant affairs.
She continued further resistance with mumbling, shoulder shrugs and failure to meet goals I perceived she needed to meet. She also gave indications that she wasn’t enjoying school and was often sullen. Her younger brother was making great strides, but I could not get their cooperation to play duets together for fun. Both resisted.
I was on the verge of giving up with her, but I cared what was happening. There was a happy spark within her and musical talent which could be coaxed out. I had seen her when I made her giggle, and I wanted to see more of that, as it was a good starting point for learning.
I made a mistake when I asked Karen her in her mother’s presence ‘what are we going to do with your music?’ I told her ‘I wasn’t enjoying the lessons, she wasn’t practising and she showed every indication that lessons were a trial. ‘Did she want to go on? What was the problem? Was it the music?’ She didn’t have any responses, before her mother intervened the awkward silence by suggesting that she had been busy with the school ball and she would get down to practising. This answer wasn’t satisfactory to me. I realised had violated Karen’s boundaries. Obviously I had to change my approach and here is how nlp classes helped me