Laura Szmuch

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 Let me introduce myself…..

My name is Laura Szmuch

 

What am I offering you?

Support and guidance in transformation, change and self-knowledge  processes, goal-setting, inter and intra personal communication, strategies of excellence and personal and professional growth.

How?
Through NLP courses, workshops with NLP techniques, retreats, personal interviews. (both in English and in Spanish)


My mission

More than twelve years ago I started working with people in the field of education and personal and professional development.  I feel more than pleased and satisfied when I witness my students’ growth and the achievement of their goals.  My great wish is to continue being there for them and for the people who consult me, and see how they live a happy and fulfilling life, exactly how they choose it to be.


I use the powerful and empowering NLP techniques and philosophy and  the distinctions of the Ontology of language, among others.

More about me:

 

I am an English teacher graduated from  INSP "Dr JVGonzález", and Master Practitioner and Trainer in NLP, certified Ontological Coach and Coach certified by Joseph O’Connor (Lambent do Brasil). I have co-developed an NLP training programme for teachers and other professionals. I am the co-founder and co-director of Resourceful Teaching, an Educational Consultancy.  We teach, train and coach teachers in Argentina and abroad, and offer consultancy and life, career and institutional coaching services.  I have written a great number of articles which have been published in several countries.  I lead self-development workshops, courses and retreats, among them “A Spa for the Teacher’s Soul”.
I have  written "Aprendiendo Inglés, y disfrutando el proceso", and co-authored "Really Thriving" of forthcoming publication.  I have participated as a speaker in National and International Conferences, and have trained teachers in many provinces in Argentina, in Perú and in England.
I studied Neuropsychoeducation and I am doing my Masters’ degree in Cognitive Psychology and Learning (Flacso and Uni

fecha del articulo: 4/15/2008

Non-Violent Communication- A Language of Compassion

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 We welcome and celebrate with great delight the recent translation into Spanish of the book Non-Violent Communication- A Language of Compassion(Comunicación no violenta- Un lenguaje de vida, Gran Aldea Editores) by Marshall B. Rosenberg, PhD. NVC is both a technique and a philosophy.

 
“NVC is founded on language and communication skills that strengthen our ability to remain human, even under trying conditions. It contains nothing new; all that has been integrated into NVC has been known for centuries. The intent is to remind us about what we already know—about how we humans were meant to relate to one another—and to assist us in living in a way that concretely manifests this knowledge.
 
NVC guides us in reframing how we express ourselves and hear others. Instead of being habitual, automatic reactions, our words become conscious responses based firmly on an awareness of what we are perceiving, feeling, and wanting. We are led to express ourselves with honesty and clarity, while simultaneously paying others a respectful and empathic attention. In any exchange, we come to hear our own deeper needs and those of others. NVC trains us to observe carefully, and to be able to specify behaviors and conditions that are affecting us. We learn to identify and clearly articulate what we are concretely wanting in a given situation. The form is simple, yet powerfully transformative.”
 
Marshall Rosenberg has spent his life trying to answer these two questions:
 
What happens to disconnect us from our compassionate nature, leading us to behave violently and exploitatively?
 And conversely, what allows some people to stay connected to their compassionate nature under even the most trying circumstances?
 
I (Laura) found Chapter 6 particularly interesting, where he skillfully delves into the difference between “asking” and “demanding”. He says that when we ask we know and accept beforehand that the other has the right to say “no”. When we demand, we tell the other person that something, possibly originated by us, will happen if they don’t do what we want.
 He considers that if we aim at a smooth communication process, when we are going to ask for something a very good idea is to go inside first and check if in our internal dialogue we have,for example, something of the following:
 
He should .....(leave everything cleaner).
I deserve... (a pay rise).
I have the right... (to more time to rest).
 
When our needs are formulated in this way, if the others don’t do what we expect them to do in the way we expect them to do it, we tend to start to judge them negatively.   This is a very clear indication that we have not formulated a request, but a strong deman

fecha del articulo: 3/11/2008

Teaching

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María Teresa Sala works with "special" children. Some of them were born different, with either neurological or genetic problems. Others have different degrees of brain damage caused by illness or accident. I derive great pleasure from listening to her speaking about her "pibes" (a very informal argentinian word for "kids"). She is a psychopedagogist in a rehabilitation school and enjoys her achievements with the peace of mind-and heart of those who do things with love.
She always plans the activities for the day, however, the only thing she is sure of is that she can never predict how the kids are going to be feeling that day. With very open "senses" she steps into the classroom, detecting whether the children will be willing to participate and if everything will run smoothly if, among other considerations, they will be in an active or passive mood,. She sees these kids as they are: wonderful human beings with different capacities, and her everyday challenge is to discover her students' resources, to build from them and capitalize on what they CAN do. Of course there are lots of things that most humans do that these kids can't. Nevertheless, her approach is to concentrate only on possibilities and small and gradual improvements.
We've had long and "juicy" conversations, sharing our views about teaching and the role of the educators' attitude in class. I listen to her and I smile, pondering on the fact that we are all teaching "special" children. Every single human being we encounter is a sacred manifestation of creation, regardless of how they were born or what kind of experiences life has provided them with. Every single student in our classes has a different perception of reality and thus a special learning style. We don't teach "masses", we work with individuals. Hence our great challenge is to discover their excellences and how they learn better. Most of our wonderful job consists in showing then how to value differences and how to learn from others and share with them the good things we have, our natural - or acquired - gifts.
Everyday, when we go into our classrooms, we will encounter a new group of students, different from who they were yesterday, because they are changing and growing permanently. And if our attitude is one of discovery and amazement, our students will grow and develop the most positive aspects of themselves.
I want to thank María Teresa Sala for taking me to a deeper level of understanding and insight, and for sharing some of her everyday "successes" with me. When we trust the fact that there is a lot we CAN do, despite an unfavourable diagnosis or prognosis, when we are completely convinced that every life we encounter is an unlimited source of possibilities, a treasure, our results will prove that our job is one of the best choices we have made.
Laura Szmuch Copyright

fecha del articulo: 3/11/2008

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fecha del articulo: 7/17/2010

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fecha del articulo: 7/31/2010 10:41:26 AM