Jane Revell and Susan Norman, In Your Hands: NLP in ELT

1 Deacon, B. & Murphey, T. (1998) A book for all teachers: a review of In Your Hands: NLP in ELT by Jane Revell and Susan Norman. In NLP World 5 (1) 78-80. A version of the first review below was apparently published in the citation above. Brad & I are not sure if the second ever got published. They are interesting books. In Your Hands: NLP in ELT Jane Revell and Susan Norman. London: Saffire Press, 1998. pp. 144. 15 pounds, 71-minute Cassette Tape 8.50. In Your Hands: NLP in ELT by Jane Revell and Susan Norman is an attractive book which presents the core concepts and principles of Neuro-linguistic Programming (NLP). For those who may not already know, NLP is an approach that is dedicated to modeling exceptional performance in various fields. In other words, it is the art and science of human excellence. The authors begin with an overview of NLP and suggestions for getting the most out of NLP, the book and learning/teaching success. The book is beautifully laid out with attractive print, illustrations and design features. The table of contents lists (in mixed order) an introduction to NLP, 9 sections on presuppositions, 11 stories, 10 core concepts, 3 NLP techniques, 3 guided fantasies, 1 guided relaxation, 6 sections on language, one double induction, and 3 quizzes, making a total of 48 sections. At the back there are two pages of teaching suggestions (covering stories and the guided relaxation/fantasies), and then two pages listing reference books, a page of useful addresses (all in England), and a two page index. There are also numerous attractive illustrations and thought provoking quotations throughout and teachers are invited to make big photocopies of them to hang in the classroom. While supposedly a resource text for English language teaching, it is as much for the reader’s personal development as it is for the development of teaching. Of course anything that does develop the person, hopefully contributes to them doing a better job; especially when these people are continually standing up before others to be modeled. Thus, we would love to see all teachers read it and develop more. For teachers who already have an open/flexible mentality the book will be welcome. Others would probably best benefit from it when used in workshops lead by a facilitator or by experimenting at first with small pieces that they notice are already congruent with their teaching. While we are already using the text with groups of students and teachers, we would like to suggest certain changes in hopes that it will be even better in the second edition. First we feel the targeted audience (mostly only in the title) is too narrow and while the book only marginally addresses ELT-specific needs, it does address the very important teacher/personal development needs of many teachers in many fields. That it grew out of training manuals is obvious and the book is wonderfully right brain (which many training manuals are not), and has a good ‘feel’. However, for more left brain abstract conceptualizers, and for a book, we feel there needs to be a bit more organization and chunking of material for the readers as well as 2 explanations of material so that it could truly stand alone as a book without trainer guidance (e.g., on p. 98 a ‘Think’ section concerning the four stages of learning from non-conscious incompetence through non-conscious competence seems to be dropped in with no explanation). The teaching suggestions in the back focus primarily on ideas for delivering stories, definitely a strong point of the book which has a wonderful cassette to go with it. In fact, we have already used several stories in our own classes under the inspiration of the cassette alone. However, were teachers merely to look in the back at these pages they might think NLP is only about story telling, relaxation, and guided fantasies. The book actually does deal with many more excellent applications of NLP to teaching within the individual sections. All in all, the first edition of In Your Hands is a nice collection of ideas and a simplified version of some of the main NLP presuppositions, core concepts and techniques for teachers to explore. Reviewed by Brad Deacon and Tim Murphey Nanzan University Handing Over: NLP-based activities for language learning Jane Revell and Susan Norman. London: Saffire Press, 1999. pp. 144. 15 pounds.. Handing Over: NLP-based activities for language learning by Jane Revell and Susan Norman is the practically oriented follow-up to their first book In Your Hands: NLP in ELT. Their latest book will help anyone to become more aware of their own and others’ greater potential for learning and specifically answers the question: “yes, but ... what do I actually do with NLP in the classroom.” (p. 3) The authors begin with an introduction that briefly outlines the connection between NLP (which they assume the reader has prior knowledge of) and the activities within Handing Over. The book then includes various activities under the following NLP-related chapters: setting goals, come to your senses, metaphor, belief, modeling and relating with rapport. Most activities are clearly organized to indicate their appropriateness for student level(s), purpose, language focus as well as detailed instructions for the activity procedure. There are also fun illustrative pictures, thought-provoking quotes and lots of copiable material for busy teachers. Revell and Norman know teachers! Also included throughout the book are “yes, but...” sections which attempt to address potential teacher concerns (presumably those unfamiliar or tentative with using NLP in the classroom) related to using NLP-based activities. These “yes, buts...” are immediately followed by “yes, ands...” which frame the activities as well-intentioned and learnercentered, thus opening teacher’s models of the world and willingness to experiment in the classroom. Handing Over begins logically from the first chapter on setting goals and provides learners with motivating activities to set well-formed learning outcomes. In our experience, we find it is crucial for our students to be aware of and clearly focused on language learning goals in order to make real progress. The authors also encourage readers to note their own goals in using the book (p. 6) - a clever suggestion and one worth keeping in mind for future reading as well. A subtle message is suggested that students and teachers apply goal setting and the other NLP techniques and concepts in Handing Over to many areas in their life, thus encouraging 3 ‘whole person’ learning. NLP then recognizes that language is one part of the learning experience. There is much more to learn hear! Moreover, many of the activities include effective ways and tips for studying to maximize learning acquisition. What teacher, or student, would not find value in a technique that enhances learning retention? Overall, most of the activities are well-organized, full of myriad suggestions for use, are clear, and fun to experiment with in many learning situations. While the book does indeed provide many interesting and useful learning opportunities, it could use some fine-tuning to become more user-friendly. For instance, teachers unfamiliar with NLP and who have not yet read the first book In Your Hands may struggle to grasp the connection between some of the activities and the core concepts of NLP. Therefore, a more detailed introduction or refresher, or a glossary of NLP terms used even, would be beneficial for both newcomers and experienced NLPers. Surprisingly, the book also lacks a table of contents and instead has a rather detailed index/contents section in the back. Revell and Norman do suggest that the reader flip around and use the book “in whatever order you find most appropriate” (p. 4). A good suggestion, however it would help to have a clear map of the book under a contents section from the start. We also found that many of the “yes, but...yes and...” sections did not quite fit coherently under their respective chapters. For example, within what is already a strong chapter on ‘metaphors’ the authors suddenly introduce the topic of ‘grading’ (p. 82). YES, grading is important, AND how about including it elsewhere? Perhaps in an appendix. Otherwise, it would be more useful to address specific points which match each chapter respectively. The stories section was excellent and full of many useful ideas for presentation. We wanted even more stories! We also find it regrettable that there is no cassette with this edition as there was with the first book. On the whole however, Revell and Norman make-up for any shortcomings with the variety of practical and enjoyable activities in this latest NLP-based activity book for ELT. Part of the fun in using this book will be for instructors and students alike to experiment and notice their mutual growth in language learning and self-development. Reviewed by Tim Murphey and Brad Deacon Nanzan University