Storytelling

Creating a storytelling classroom

The approach of conversational storytellers:

1. The first step is an introductory lesson that presents

 learners with a model story and follow-up questions

 to raise their awareness of the story’s generic structure

 The approach of conversational storytellers:

1. The first step is an introductory lesson that presents

learners with a model story and follow-up questions to

 raise their awareness of the story’s generic structure

as described by Eggins and Slade .

2. Step 2 is a follow-up lesson that invites learners to

apply the Eggins and Slade framework and practice

telling stories of their own. This practice is combined

with a fluency development technique

3. In Step 3 teachers make conversational storytelling a

 regular feature of their classes and help their learners

add interest to their stories through the use of devices

such as extreme adjectives, idiomatic expressions,

and direct speech.

2. Step 2 is a follow-up lesson that invites learners to

apply the Eggins and Slade framework and practice

telling stories of their own. This practice is combined

with a fluency development technique

3. In Step 3 teachers make conversational storytelling a

regular feature of their classes and help their learners

 add interest to their stories through the use of devices

 such as extreme adjectives, idiomatic expressions,

and direct speech.

Teaching strategies to Include Stories:

1-Share your own stories, just for fun:

2-Use stories as introductions.

3-Use stories as illustrations:

4-Tie storytelling to learning goals:

5-Tell stories to engage reluctant learners

Types of Stories

Listening to stories allows the teacher to introduce or

revise new vocabulary and sentence structures by

exposing the children to language in varied, memorable

and familiar contexts, which will enrich their thinking and

gradually enter their own speech.

Listening to stories develops the child’ s listening and

concentrating skills via:

1. visual clues (for example, pictures and illustrations),

2. their prior knowledge of how language works,

3. their general knowledge.

This allows them to understand the overall meaning of

a story and to relate it to their personal experience.

Why Storytelling Works

In its simplest form, storytelling remains a powerful element

of communication, with the narrative being equally as

compelling as essays and textbooks.

They humanize learning. It offers us the opportunity to

connect to like-minded characters, or see the world literally

 from within someone else’s skin. Stories touch our emotions

 and make us laugh, cry, fear, and get angry—a sharp

contrast to a plain old presentation.

As a learning tool, storytelling can encourage students to

 explore their unique expressiveness and can heighten a

 student's ability to communicate thoughts and feelings in

 an articulate, lucid manner.

These benefits transcend the art experience to support

daily life skills. In our fast-paced, media-driven world,

storytelling can be a nurturing way to remind children

that their spoken words are powerful, that listening is

 important, and that clear communication between people

 is an art.

Have Students Tell Their Stories

As you incorporate your own stories, recognize how they

 connect with students on a different level. But why keep

 the power of storytelling to yourself? You can also actively

 help students become their own powerful storytellers, too!

Allow students to write, illustrate, and tell their own tales.

 The way you incorporate this may vary depending on

your curricular goals, but it is essential that children

 understand how to tell a good story and how this relates

 to effectively accomplishing an objective.

Students can use stories in their essays and argumentation—t

hey can help in remembering processes or formulas, or

connecting events with one another. The opportunities

are endless, and easy to employ.

There are a number of ways in which storytelling can

enhance intercultural understanding and communication.

Stories can…

Telling a story can captivate an audience; that is, with the right techniques and a little practice.

Remembering and retelling the plot:

• map the plot as a memory technique

• use story skeletons to help you remember the key events

• think of the plot as a film or a series of connected images

• tell yourself the story in your own words

• create your own version of the story (adapt and improvise)

• retell it numerous times until it feels like a story

My own attitude:

 Storytelling is a kind of self reflection. It is a kind of

 dialoguing for the learner with himself then with others.

This is active the learning which we we call and seek for.

Language is a means of communication.  How wonderful

 if the learner expressed his story with his attitude! It is a

 kind of analysis and analysis is one of the high levels of

learning in Bloom's taxonomy of learning.  Look at the

examples below:

Learners who listen can recall the events through their

natural times and order them through composing events

 through sentences using:

Sub-sequence of events::

First of all.................

Next,..........................

Then,............................

Later,.............................

After that,.......................

Finally,...............................