What People Say


Teachers and other adults working in all types of schools have found that playing with the Teaching Influence cards have been a great way to embed their learning about how to use effective and influential language in the classroom.
Just listen to what they have to say:

Nursery Words

I used more positive and motivational language straight away ... I think that many of the things that I learned during the second 2 days of training will be beneficial in helping others see things the NLP way - for example the Language Pattern cards were very useful, and I am introducing them into Nursery for other staff to use.
Quinn, G. 2006 'Early Years - Behaviour' in Durham NLP in Education p3

Primary Words

The impact of the change of language patterns was observed on day one! An 8 year old hearing impaired boy in my group is very nervous and a worrier. I had previously constantly told him: “Don’t worry, this isn’t hard and if you get stuck, I am here to help you.”
In the light of what I learned about the way language can lead the brain I realised that I had been inadvertently telling this little boy to worry because the work was going to be so hard he would need help. So, of course, he did! As soon as I stopped using that language his panic vanished and his behaviour changed. All I needed to do was to say:
“I know you will easily do a great piece of work because you have loved this story and you have got lots of lovely ideas, I am sure you will enjoy writing about them.”
The child immediately produced his first ever piece of totally independent writing. There was no panic, no delaying tactics and no pleas for help – a total transformation. I have continued to find that the atmosphere in lessons has been more relaxed and more positive. The children seem to engage in the lesson and maintain concentration for longer.
Fraser, S. 2006 'Attention and Engagement' in Durham NLP in Education p2

Secondary Words

The whole area of NLP has helped me enormously in my teaching and in my role as Head of Department. I feel that ... my pupils are much more responsive. Staff have noticed the positive effects that I have had on some of their students and have even asked me to ‘NLP their student’ I have realised that it needs much more practice until it becomes a natural part of my teaching style, but am excited by the challenges that it poses. It has aroused my natural curiosity and I find myself wanting to read more about the subject.
Hutchison, J. 2006 'Positive Talk' in Durham NLP in Education p10

Special Words

Pupil A finished the week with a Gold Award for the first time this year!
His peers were much more tolerant and supportive of him, a massive change from before half-term.
He was able to complete all independent tasks for the first time in weeks, and took a pride in his achievements.
His general demeanour improved: not as noisy, more prepared to listen, less frustrated with himself.
Everyone in class benefited, eg ASD children had a much calmer, less anxious week (much less screaming)
Showed us that more work needs to be done. Even though he had a better week he still managed to absent on several occasions and this needs to be addressed.
Also showed the importance of a whole school approach - when other staff became involved (tag rugby and Forest School) A's behaviour deteriorated because they were not using the same methods. At Forest School it was very much a negative consequences-based approach, (don't do that or this will happen), rather than focusing on the rewards he would receive. Also the threat was made that the whole class would return to school because of A's bad behaviour, causing hostility to A from the rest of the group, and a deterioration in every ones 'state'.
This variation in A’s behaviour illustrates the effectiveness of the NLP-based approach in that, when it was used by the staff, his behaviour was so much better and he looked much happier. An unexpected though very welcome bi-product was that the whole class was more supportive and forgiving, and less unhappy.
Bennison, C. 2006 'State and Language 3' in Durham NLP in Education pp 13-15