During class and in my review in your lesson I referred to three kinds of instructions:
Please give an example about how you'd respond to a student misunderstanding each of the three kinds of instructions.
Then reflect on which of these was easiest for you to do, which was the most, and why.
A little musical interlude to get things started. . .
Please introduce yourself to your RTTS VII classmates by telling them to one or two things you’d like to learn from participating in this course. Be as specific as possible. Include a story to illustrate your reason(s).
Please introduce yourself to your RTTS VII classmates by telling them what you’d like to learn from participating in this course.
Be specific as you can. Include a story t…[Read more]
1) Bandler's perspective is that the way we use language while teaching ATM is a vital component (or agent) of change, as much as the underlying Global Patterns we are teaching. We must understand not only our own response(s) to an ATM lesson, but try to communicate in ways that will reach beyond the 12-15% of auto-didactic learners in the group.…[Read more]
1) Please consider your experience of the mini-workshop and whatever versions of this lessons you've done along with what I said about the first RTTS ATM lesson. How does Bandler's perspective shed light on your understanding of this lesson?
2) If you consider COORDINATING FLEXORS & EXTENSORS from this point of view, what does each section of…[Read more]
Welcome to the RTTS VI Forum.
This is the place to have conversations between classes.
To get things started, would you please answer this question:
What are two or three things you'd like to learn from taking this class?
Please post your answers for everyone to see.