Making Sense through Nlp

Tom Maguire

Published: (Gener 2002) APAC Journal, Barcelona.

Do you know those trick drawings that can represent two things at the same time, depending on how you look at the illustration?

What can you see: the open book facing inwards or outwards?

Which can you see now – a duck or a rabbit?

The visual ambiguity of these ink drawings illustrates, in a fun way, just how subjective our perception of reality is. Some of us see the old hag first; others the young woman. Neither of the interpretations is “correct”, of course. Both of them are.

Now just imagine for a moment that we extended this small visual ambiguity to differing interpretations of sounds, smells and tastes. Then we also extended the content of our comparisons to any reality we could take in with our senses. It would get progressively more difficult to agree because our individual interpretations of reality are on different wavelengths.
It is this difference that is the subject matter of Nlp (Neuro-Linguistic Programming). Nlp has been accurately described as “the study of subjective reality”, meaning the study of the way in which we interpret our world, in short the way in which we think. Now that is something which can be of use to an educator!

The Nlp model sensibly suggests that we make sense of our world through our senses. It says that we interpret things in Visual, Auditory, Kinesthetic, Olfactory and Gustatory forms, VAKOG for short. This means that in order to make sense of our world we translate it into internal pictures, sounds and feelings, principally, and to a lesser degree, smells and tastes. These internal senses, however, are not just fun ways of thinking, they represent the building blocks with which we construct our particular map of reality. This is the exciting part of Nlp: not only do we know how we build our internal worlds, but, though knowing, the  possibility opens up to us of  reconstructing our reality using our own building blocks. If we can understand how we build our realities then we will also know how to change them and rearrange them to suit our purpose. This is the interesting part for people who deal with people, like teachers.

“Our individual interpretations of reality are on different wavelengths. It is this difference that is the subject matter of Nlp.”

So how then is it possible to put this to use in a classroom?

Núria Salvador normally reserves the last part of the year for revision of all the work done. Last year she did this again with her students, a rather low-ability group. In order to make sense to as many students as possible she wanted to incorporate the three main perceptual systems. She opted to have them draw group Mind Maps as the principal expression of their revision because these involve using the main representational systems. The students drew (kinesthetic activity) a Mind Map (picture), discussed it and then presented it orally to the class (auditory skills).  Cooperative learning techniques helped the learning along since pupils were divided into mixed ability groups.

The mind maps are the main reference points for the more detailed work that comes next but which also includes learning in the visual, auditory and kinesthetic representational systems. The first activity is to create posters on the most relevant grammar points covered. This engages the kinesthetics in a productive way, allows discussion between students and is a visually colourful way of seeing grammar. These posters are then hung above the blackboard so that everyone can see them.

Vocabulary is revised through the use of flashcards, something familiar to the learners since Núria used them weekly to review the vocabulary learned. All the flash cards accumulated throughout the year are brought to class and randomly reviewed. Learners have seen all of them before and have already been tested on them. Flashcards introduce an element of fun to memorising vocabulary and help students to relate spelling and phonetics. Another revision technique is introduced through drawing visual illustrations of the vocabulary. Learners are asked to draw all the words on the flash cards on a different piece of paper. A bonus is given to the learners who draw more words. If they are not good at drawing it does not matter, but they should be quick and clear. The words they have drawn are written on the back of the piece of paper. This activity ensures that the practical drawing exercise relates directly to the visual stimulus of the written word enhancing memorising through the use of all three basic representational systems.

Finally the grammar and vocabulary is put together in a story written by the pupils and later read out to the class. Twelve drawings are handed at random to each group.  Using these drawings, which they can now paint or improve, but not change, they have to write a story that makes sense, remembering to apply the grammar that they have explained in the grammar posters.

These activities take from six to nine sessions and are a fun way to round off the year. They appeal to the students, probably because each one can find his or her level and learning style in the variety of activities. Núria will answer your e-mail queries at nsalvado@pie.xtec.es

The VAKOG distinctions of Nlp are also applicable to any classwork where you decide to use one of the four basic learning skills of Speaking, Listening, Reading and Writing.

Recommended Reading

Bandler,R., & Grinder, J., Frogs into Princes, Real people Press(1979). 
A classic and entertaining introduction to Nlp.

Buzan,T., The Mind Map Book,  Penguin(1996) A method for organising complex information in a simple form. (Go to http://www.mindman.com for a shareware programme.)

Cleveland,B.,  Master teaching Techniques , The Connecting Link Press, Georgia, USA, (1987) 
A clear user-friendly introduction to functional educational techniques based upon the Nlp communication model. Constant practical exercises make the book both experiential and more comprehensible.

Dilts, R., Epstein, T., Dynamic Learning, Meta Publications(1995) 
New techniques for learning Reading, Writing, Memorisation, Spelling, Languages and assessment. (http://www.nlpu.com)

Dortu,J_C.,  Une classe de rêve ,  CLE International, Bruxelles(1986). Visualisations for the classroom.

Grinder,M.,  Righting the Educational Conveyor Belt ,  Metamorphous Press, Oregon, USA. (1991) 
Grinder presents ways to enrich teaching through understanding how students perceive and by adapting methods to suit different learning styles. Worksheets provide plenty of practice for teachers who like hands on learning.

Jacobson,S.  Meta_cation (III volumes), Meta Publications, California. (1986). 
Nlp techniques for use in education, understood in the broadest sense. Full of problem solving advice directly applicable in school, particularly in remedial situations.

Hager,M.  Target Fluency,  Metamorphous Press, Oregon, USA.(1994) 
A wide-ranging introductory application of  Nlp insights to ELT.

Lloyd,L.  Classroom magic,  Metamorphous Press, Oregon, USA. (1990) 
A week by week programme to gradually introduce Nlp techniques into a primary classroom, parallel to the curriculum.

O'Connor,J.& Seymour,J. Introducing Neuro-Linguistic Programming,  (Mandala) HarperCollins, London(1990). 
Nlp is described by O'Connor as a systematic way of learning how to learn. Instead of using an external, behaviourist approach to learning, Nlp concentrates on techniques to help learners change their inner subjective experience: the way they perceive their world. 
(See Joseph O'Connor's Website  for creative techniques: (http://www.lambent.co.uk/)

F. Smith, Reading, (Cambridge Univ.Press) Cambridge,1978. 
A very readable study of how people actually read, with implications as to what it is important to teach readers.

Tomlinson,B., Openings , Lingua House,(1986) 
Studies on how visualisation can help reading comprehension.		

Websites:

The Nlp Encyclopaedia:  http://www.nlpuniversitypress.com

Punto de Partida Association http://www.galeon.com/puntodepartida
(join the e-mail group: puntodepartida-subscribe@egroups.com  This is a group of teachers interested in exchanging information on classroom practice.)

Nlp-in-education network: http://www.new_oceans.co.uk/ednet/
(join the e-mail group: nlp-education-subscribe@egroups.com  This is a British group of teachers, educationalists and businesses interested in promoting Nlp in education.)