SAY ‘HELLO’ ONE MORE TIME
In the 1930s Korzybski noted that the brain is not fully developed until the late teens; now we know that the brain, and especially the frontal lobes “do not come fully alive until…
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In the 1930s Korzybski noted that the brain is not fully developed until the late teens; now we know that the brain, and especially the frontal lobes “do not come fully alive until…
During October when doing both ACMC and PCMC back to back — I was impressed all over again about the crucial role of the coaching basics.
As a neuro-linguistic being, your neurology is designed to map the territory which is outside your skin.
When you train, what are you training?
It is no secret that we humans often get it wrong.
What’s your frame about complaints?
Some people seem to have a really difficult time learning.
After the last post on Profiling Your Client as you Coach (#45), a couple of questions arose.
“It is amazing what you can accomplish if you do not care who gets the credit.”
In one way, and one way only, can we all be considered equal— we are equal in terms of human value.
It seems that in Meta-Coaching, the ACMC certificate gets most of the attention with more attention in recent time to PCMC.
I learned a lot last week in presenting PCMC and in doing the assessments.
Calls to Adventure: In Neuro-Semantics, we use the phrase “bring one state to bear on another.”
I’ve been reading Korzybski, again.
When you coach, what you do first is get a definition and description of the coaching conversation as the client wishes for the session and/or for the coaching program.
Do you have a favourite pattern to present?
Learning, like thinking, is inevitable and at the essence of being human.
How do you learn? How can you learn the ACMC level of Meta-Coaching or the PCMC level?
I published an article to the Framers e-group a few months ago about my process for launching our local NLP/Meta-Coaching practice group here in Fort Lauderdale, Florida.
An amazing thing happened this past week.
“The great majority of us cannot listen; we find ourselves compelled to evaluate, because listening is too dangerous.
As a trainer, I am ever concerned about helping learners learn faster and with greater understanding.
“In my opinion ... As far as the laws of mathematics refer to reality, they are not certain; and as far as they are certain, they do not refer to reality.”
Recently I wrote a series of articles on Getting Over the Past.
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