This is part of a series covering my challenge of learning Arabic in 2 months. I’m using lots of Peak Performance techniques and sharing them along the way. The series is filed in the “Language Challenge” category.

What’s Eating You?

influence-of-thoughts-on-learningSo far I have covered Peak Performance states, Goal Setting and the motivating importance of Curiosity. Now comes a peek into subconscious influences that direct our behaviour.

First a confession - As far as studying goes, I have been slacking off all week, fitting in a mini-break to Barcelona and catching up with friends. I may not have studied much Arabic but I have been paying attention to improving the way I process information for this task.

Reading, Writing and Speaking are separate brain functions but they are all open to being influenced by our thoughts. Our thoughts – and our beliefs about ourselves – shape our behaviour.

As we go through life, we subconsciously pick up lots of different ways of relating to ourselves, to others and even the things around us. This affects what we believe and how we approach things. It contributes to our uniqueness, making us feel our thoughts are a solid, fixed and intrinsic part of our personality.  Which they’re not.

In this article, I hope to show that through understanding and addressing what lies behind our thoughts, we can change our thoughts and shape ourselves to how we deserve to be.

Identifying beliefs behind our actions

Our beliefs about our abilities come from associations we’ve made through experiences we have lived through – either directly or indirectly through others. Some beliefs help us while others don’t.

To achieve peak performance in any given area, it’s useful to ensure that we are working with beliefs that support our goals. To do this, we first have to identify the beliefs (good and bad) that are having impact on the goal. This is what mine look like:

Goal: Reading
I was reading at the age of 3. My favourite place was in front of a book and I enjoyed the entire experience – turning pages, the mystery within them, following words with my finger, total absorption in the pretty pictures making up my own stories to go with them. I felt a genuine thrill combined with safety when I was reading and I still feel it now. I believe reading is desirable because I associate it with something good.

Goal: Writing
At school age about 8 and wasn’t allowed to write in ink until I could write neatly in pencil. All my friends managed it but not me. In the end I asked the teacher if I could give her an ink test page to prove I could do it. She agreed, I passed and became the proud owner of a fountain pen.  It’s a memory I did not even know I had until I started practising writing Arabic. I believe writing practice is a pain in the proverbial because I associate it with a teacher who kept saying “no”.

Goal: Speaking
Nothing jumps out at me for this goal. To me it feels like an activity much like going to buy a stamp for a letter – you do it when you need to, no fuss, no mess, just functional. I believe speaking is ordinary and everyday to the point where I have nothing else to say on the subject.

Goal: Remembering
I’m going to throw in memory too because I’m discovering associations with it relating to exams and the sheer impossibility of remembering useless dates and facts. I believe I can’t remember facts because I associate it with fear of failing an exam.

If you try identifying your own beliefs, you may find that you come up with several associations or that your beliefs are caught in some kind of a loop. Take it gently if that happens – take a break and look at the resources mentioned below to help yourself or find someone who can talk it through with you.

The impact of associations

As I go about learning to read, write and speak Arabic, these beliefs are affecting my behaviour. I am automatically giving priority to the reading aspects, feeling nervous and “on my best behaviour” about writing and not paying any attention to speaking – after all, I don’t actually need to speak it right now. I am also nervous about being able to remember what I learn. It feels as if I should only study concepts and outlines because I will forget the details anyway.

My associations and beliefs around:

  • Reading… will help me so no need to worry about that.
  • Writing… have a motivating quality to them so will help me by making me work harder.
  • Speaking… will hinder me because I don’t view speaking as important. This means I won’t practice the words and won’t develop a good rhythm or accent. This will hurt my goal.
  • Remembering… could lead to procrastination or even giving up. Because I’m strongly attached to the feeling of being unable to remember, there may well be self-hypnotic undermining of my own efforts to remember. This will hurt my goal.

Understanding the influence of my beliefs to this level of detail helps me to recognise the ways that some of my thoughts have the potential to hurt my goal.

Breaking unhelpful associations

To be at peak performance, I need to change the way I think about speaking and remembering. I can do this with logic or I can use a combination of NLP and EFT techniques. It doesn’t matter how I do it so long as I end up being able to see things in a different way.

The actual techniques I used need a detailed write-up and because I won’t be able to do them justice in this one article, I am planning a series of step-by-step tutorials on the subject of breaking unhelpful associations.

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In the meantime, if you want to get a start and read around the subject yourself, I recommend the following resources:

The NLP Workbook – I recommend this book to my clients as it’s suitable for beginners to NLP and also detailed enough to be valuable to practitioners too. The workbook format is practical and encourages you to put NLP into action yourself.

Try it on Everything – EFT DVD and companion book set.

Introduction to EFT Manual by Gary Craig, the founder of EFT.

Thoughts Support Success!

So, having broken the associations, I now find my thoughts are stronger and more supportive of my goals:

  • Speaking seems more accessible and more vital in my goal of learning a language. I feel differently about it and practicing it every day actually feels more desirable… and attainable.
  • Memory has placed itself in context. Exam pressure is no longer the first thing I think about. I’m more attuned to my successes and am remembering very clearly all the times I easily learnt things. Coincidentally (or not), I am noticing that in all these times I was highly motivated, interested and curious. Remember from previous parts of this series that intense focus and curiosity provide the ideal conditions for information to be stored in long-term memory.

When your thoughts are on your side, you’re automatically more attuned to following through because you’re not sabotaging yourself.

Next time I will be talking about the mental patterns of Reading, Writing and Speaking. If you enjoyed this article, please feel free to subscribe by RSS or email to receive updates.

Language Challenge Part 5 – Allowing the Brain to Read, Write and Speak

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You can also visit me at ReetaLuthra.com. It's full of information to help you address stress and work on reversing the impact of stress on your health.

 

Filed under: Language Challenge • Personal Development • Strategies • Thoughts Create Reality

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