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Measuring Success – A Story of Two Gentlemen

A number of years ago one of my teachers, an NLP Trainer of some repute, was interviewing a pair of men. One was a gentleman who by just about anyone’s measure was extremely successful; he had money, a good job, a loving partner, a good home, etc., and yet he was acting depressed much of the time.
By contrast the second gentleman was, by most typical measures, struggling. He never finished high school, did not have a permanent job, did not have a home, money nor relationship, but it seemed like he was always happy. He was universally liked if not loved and positively lit up any room he walked into.
The first man was asked, “Are you successful?”
He said “No.”
Asked how he made that evaluation he ran off a long list of criteria… He had not been the top of his H.S. class, did not attend an Ivy-League school, was not married with two children by the time he was 25, did not live in the best neighborhood, did not work for a top law firm, etc., etc., etc.
(Pretty easy to see how he was never going to BE happy either with criteria that was all in the past… one can’t very well go back into your past and attend an Ivy-League school, get married earlier, and so forth)
Then the second man was asked “Are you successful?”
He said, “Yes, I am!”
Asked how he made that evaluation he said, “Every morning I get out of bed and look down at my feet. If they are above the ground, it’s a great day!”

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Brian's Selection of Classroom Stories

This website has a collection of almost 200 stories for teachers and trainers. On this page, I’ve included some of my favourites – especially the ones that can be spun out into a 5 or 10 minute story. While some of the stories are quite short and can just be used illustrate a point, many of them can be told in a much longer narrative style. These provide great listening practice and a way to really engage students.
As they are written, some of the stories may appear quite short. Use your imagination and creativity to expand them and to add interesting details. I often use the split-story technique to tell the stories. In other words, I start the story and break off at a place where students are really wondering what is going to happen next. Then I go onto another activity. If you do this, be sure to finish the story at the end of class or the students may not allow you to leave!
And as always, if you have any more great stories for teaching, please share!

  1. The General
  2. The Obstacle in Our Path
  3. Exam Questions
  4. Two Wolves Within
  5. The Carpenter
  6. The Blue Butterfly
  7. Rich and Poor
  8. Treasure
  9. The Four Minute Mile
  10. The Hospital Room
  11. How Much do You Make an Hour?
  12. Sir Lancelot and The Essential Question 
  13. Mountain Climbing
  14. The Fisherman and the Businessman
  15. The Cinderella Communication Complex
  16. Krishna
  17. Starfish
  18. The Rose
  19. The Egg
  20. The Key
  21. Good or Bad?
  22. Taming an Elephant
  23. That’s Right
  24. The Drum
  25. The Axe
  26. Knowledge
  27. The Farmer
  28. Centipede
  29. Two Monks
  30. Buddha and the Heckler
  31. Iceskating
  32. Harvard Students
  33. The Beggar and the Judge
  34.  Words of wisdom from the Hodja
  35. Educating the Donkey
  36. The Bear
  37. The boy who banged a drum
  38. Always Be a Deaf Frog 
  39. The Giving Tree
  40. The Cracked Pot
  41. The Car Dealer
  42. The Mousetrap
  43. The Mule
  44. The Jigsaw
  45. Life Is Like a Cup of Coffee
  46. Two frogs in the milk
  47. A turn of the screw
  48. The Eagle’s Egg
  49. The carrot, the egg, and the coffee bean
  50. The Seeker of Truth
  51. A Meeting of Minds
  52. Heaven and Hell
  53. Dandelions
  54. The Two Drops of Oil
  55. The Traveller
  56. The Desert
  57. Gandhi and the Boy
  58. The Watermelon
  59. Is it full?
  60.  Rose
  61. Death Valley
  62. School is Boring
  63. Beth Gellert
  64. Buddha and the Gift
  65. The Bear and the Factory
  66. The Christmas Ham
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15 Ideas for Using Metaphors and Stories in Class

The metaphor database at Standing in Spirit provides hundreds of stories and metaphors that you can use in your EFL classes. You can of course use them as listening practice or to teach particular language patterns or vocabulary. One of the other useful ways to use these stories is to introduce your students to concepts and ideas that will motivate them and help them to learn more effectively. This  article suggests how 15 of the stories in the database could be used. I have chosen 15 ideas because that is the number of weeks that we have in one semester at our school. These are not intended as lesson plans – simply little ideas that will spark your own creativity. Please share your ideas, too! Oops, I seem to have gone above 15 – there are just too many good things to do with stories and metaphors 🙂

1. Imagine that you could speak English.

Encourage students to consider the possibilities which would open them to them if they could speak English well.

  • How would it feel if you were able to speak English really well?
  • What opportunities and possibilities are open to really good speakers of English?

Suggested Metaphor(s): The General

2. Take responsibility for your own learning

Class time is very limited. I meet my students once a week for 90 minutes. Apart from their English study, they have many other classes. As teachers, we do what we can to help our students learn English, but ultimately a person must take responsibility for their own learning. Some words like “sell” have a natural and required opposite word like “buy”. Even when “Teaching” occurs, that does not necessarily mean that “Learning” takes place! Suggested Metaphor(s): Balls and Cats, The Blue Butterfly

3. There are many ways to learn English

Some students successfully learn English through watching movies. Some achieve it through studying for a TOEIC or TOEFL test. Others learn by listening and singing along to their favourite songs. There are many ways to learn English, and all students can benefit from trying out different ways of learning. Suggested Metaphor(s): Blind Men and an Elephant

4. Set Learning Goals

Having students set learning goals can be very helpful in keeping motivated and tracking progress. There is also a great sense of achievement when the goal is achieved, or at least feedback if it isn’t reached! There are many possible goals. Making a numerical goal of some form is often useful because it can be clearly measured.  Possible numerical targets include getting 700 in the TOEIC test, holding five conversations of at least 10 minutes, reading 10,000 words of English in the semester, or writing two academic essays. Suggested Metaphor(s): Caps

5. Look on Difficulties or Problems as ‘Challenges’

In Japan, we often hear our EFL students say “Eigo ha muzukashii”, i.e. “English is difficult.” And of course, learning a language can be difficult. We can remind our students of other things that they have learned in their lives, such as a sport or a musical instrument and let them notice how rewarding it ultimately can be to overcome a difficulty. Suggested Metaphor(s): The Obstacle in the Road

6. Pay Attention and Notice Things

We want our students to pay attention and to focus on their learning. That will really help them to improve. I like to use this particular story because it talks about how to get good results in tests, and students always pay attention to that! Suggested Metaphor(s): Exam Questions

7. Manage Your Own Feelings

Students have a life outside the classroom (and I am very glad that they do!) and sometimes they bring in feelings and issues that negatively affect their learning. It is good for their learning of English (and for their whole lives) to remind them each person is in control of their own emotions and feelings. In NLP, we use the word ‘State’ to mean the total physical and mental condition that a person is in. A good state facilitates good learning. Suggested Metaphor(s): Two Wolves Inside 

8. Try Something Different

Sometimes students get stuck in their learning and can’t seem to progress forward. Sometimes students come to me and say, “no matter how many times I can’t listen, I never understand” or “I’ll never be able to write a proper essay in English.”  As Einstein is supposed to have said, the definition of insanity is doing the same thing again and again, and yet expecting a different result. Sometimes, the very best approach to a problem is to do something completely different. Suggested metaphor(s): The Calf

9. You Get What You Work For

There is no royal road to learning. The way to learn English is pretty clear – study it and use it! There’s going to be lots of difficulties (and fun) along the way, but you will get back whatever you put into it. Suggested metaphor(s): The Carpenter

10. See Your Own Improvement

There is so much standardized testing that students are always comparing themselves with other students. Even in cases when a student has improved greatly, she may not recognize this because her peers have improved, too. While standardized testing can be useful in some cases, it is also useful to look back and consider how much you have improved since one year ago or two years ago. I like the story “Choosing the Emperor” because it reminds us that learning and progress is something that we must do as individuals. Of course, working in a group can help, but ultimately learning is a personal endeavour. Suggested metaphor(s): Choosing the Emperor 

11. You Already Have the Resources You Need

Some keen students keep buying new books or DVDs or whatever materials are being promoted in the latest fad. Realistically, the Internet has made resources available for learning English to anyone with a decent Internet connection: Free materials on websites, free dictionaries, free quizzes, free lessons, free telephone calls on Skype … all the resources are now available. The resources are out there, and the teacher can introduce them to students, but the person who needs to learn from them can only be each individual student. Suggested metaphor(s): Treasure

12. You are not your (Past) Behaviour

Some students have been told things like, “you will never be good at English”, or they have acquired this belief by failing a test or getting a bad score. It is useful to separate Identity from Behaviour. Sure, in the past a student may have failed a test (Behaviour), but that does not mean that the student is a failure (Identity). The student may be a Japanese person (Identity), but that does not mean that they cannot speak English (Behaviour). Suggested metaphor(s): Writing Teacher

13. The Impossible can Become Possible

When a student is a low level of fluency in English, it may seem impossible to ever reach a high level and this can be very discouraging. This kind of limiting belief  is very common. Using stories and introducing role models of people who have walked the same learning path can be very useful. Suggested metaphor(s): The Four Minute Mile 

14. One Step at a Time

Pretty much anything can be learned if we break it down into little chunks and take it one step at a time. Suggested metaphor(s): Mountain Climbing, Eating an ElephantThe Starfish

15. Relax in Tests

Tests make people nervous. Unfortunately, in most cases, being nervous is actually bad for your performance. Suggested metaphor(s): The Archer

16. Identify what is Important to You

Get students to think about their own values – what is important to them in their lives and how does English relate to that? For example, some students will recognize that English is helpful for getting a good job. Others will connect English to their hobbies such as travel, music, or soccer. Some students really want to talk to people from other countries. Identifying values can really help to direct learning in the best directions. Suggested metaphor(s): The Fisherman and the Businessman

17. Keep Trying

Learning can be a long old road – keep trying, keep moving forward, stay open! Suggested metaphor(s): The Rose

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Beth Gellert

Prince Llewellyn had a favorite greyhound named Gellert that had been given to him by his father-in-law, King John. He was as gentle as a lamb at home but a lion in the chase. One day Llewellyn went to the chase and blew his horn in front of his castle. All his other dogs came to the call but Gellert never answered it. So he blew a louder blast on his horn and called Gellert by name, but still the greyhound did not come. At last Prince Llewellyn could wait no longer and went off to the hunt without Gellert. He had little sport that day because Gellert was not there, the swiftest and boldest of his hounds.
He turned back in a rage to his castle, and as he came to the gate, who should he see but Gellert come bounding out to meet him. But when the hound came near him, the prince was startled to see that his lips and fangs were dripping with blood. Llewellyn started back and the greyhound crouched down at his feet as if surprised or afraid at the way his master greeted him.
Now Prince Llewellyn had a little son a year old with whom Gellert used to play, and a terrible thought crossed the prince’s mind that made him rush towards the child’s nursery. And the nearer he came the more blood and disorder he found about the rooms. He rushed into it and found the child’s cradle overturned and daubed with blood.
Prince Llewellyn grew more and more terrified, and sought for his little son everywhere. He could find him nowhere but only signs of some terrible conflict in which much blood had been shed. At last he felt sure the dog had destroyed his child, and shouting to Gellert, “Monster, thou hast devoured my child,” he drew out his sword and plunged it in the greyhound’s side, who fell with a deep yell and still gazing in his master’s eyes.
As Gellert raised his dying yell, a little child’s cry answered it from beneath the cradle, and there Llewellyn found his child unharmed and just awakened from sleep. But just beside him lay the body of a great gaunt wolf all torn to pieces and covered with blood. Too late, Llewellyn learned what had happened while he was away. Gellert had stayed behind to guard the child and had fought and slain the wolf that had tried to destroy Llewellyn’s heir.
In vain was all Llewellyn’s grief; he could not bring his faithful dog to life again. So he buried him outside the castle walls within sight of the great mountain of Snowdon, where every passerby might see his grave, and raised over it a great cairn of stones. And to this day the place is called Beth Gellert, or the Grave of Gellert.

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Balls and Cats

It’s all about cause and effect, isn’t it? Are you in charge of events or are events in charge of you? The co-founder of NLP, John Grinder, said that if you kick a ball you can pretty much predict what’s going to happen based on the laws of physics.
But what happens if you try to kick a cat? The cat might possibly get kicked the first time, but in future it is as just as likely to jump out of your way, dig its nails into your leg, or just avoid you–that cat is flexible enough to learn and to respond in different ways.
In NLP, we say that a person is at-cause or at-effect. If you are at-effect, you believe that others are responsible for your success and happiness. If you are at-cause, you take responsibility for your own actions and results–you can put traumas or phobias firmly into your past, proactively improve your communication and relationships, and carry out realistic personal and professional goals to build the type of life that you want for yourself. Or as the other co-founder of NLP, Richard Bandler wrote in a recent book, you “get over it … get through it … and get to it.”
The world is facing many societal and economic challenges and things could easily get much worse before they get better, meaning that a lot of people may get kicked by events that are outside their control. Perhaps the important question is whether you play the role of a ball or of a cat. You will never be able to control external events, but you can learn to take control of your own thinking and communication to achieve the best results in your personal and working life.

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Heaven and Hell

A woman who had worked all her life to bring about good was granted one wish: “Before I die let me visit both hell and heaven.” Her wish was granted.
She was whisked off to a great banqueting hall. The tables were piled high with delicious food and drink. Around the tables sat miserable, starving people as wretched as could be. “Why are they like this?” she asked the angel who accompanied her. “Look at their arms,” the angel replied. She looked and saw that attached to the people’s arms were long chopsticks secured above the elbow. Unable to bend their elbows, the people aimed the chopsticks at the food, missed every time and sat hungry, frustrated and miserable. “Indeed this is hell! Take me away from here!”
She was then whisked off to heaven. Again she found herself in a great banqueting hall with tables piled high. Around the tables sat people laughing, contented, joyful. “No chopsticks I suppose,” she said. “Oh yes there are. Look – just as in hell they are long and attached above the elbow but look… here people have learnt to feed one another”.

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The Car Dealer

In the late 70s, when American cars were not in such a great demand, this guy owned a Chrysler dealership in a small town in the Midwest. This guy was not doing so well. He saw his competitors, selling Hondas, Toyotas and other Japanese cars, with customers lining up to buy their small gas efficient vehicles, while he whiled away his time pining for even one person to enter his dealership to examine his gas guzzlers. Anyway, one day he went fishing and caught this little goldfish who, to his surprise, said, “Please sir, I am a special fish with magical powers. Let me go and I’ll give you one wish.” The guy thought to himself, “What have I to lose?” and let the fish go free. The fish thanked him and told him to write his wish on a piece of paper and put it under his pillow and sleep on it. In the morning his wish would be fulfilled. So that night the guy wrote, “I wish to own an foreign car dealership in a large cosmopolitan city.” He put the paper under his pillow and the last thing he thought of before going to sleep is, “Here goes nothing.” Next morning he woke up in Tokyo owning a Chrysler dealership.