The Webster’s Students’ Dictionary defines motivation “as any idea, need, feeling or condition that serves as a driving force that impels one to react.”
When a person is motivated, there is an inner surge that moves him/her. In a classroom setting, one effective motivational strategy is story telling. As used in teaching, especially in the motivation part of the lesson plan, the teacher must see to it that the learners will be energized, directed and may have sustained behaviour that will ultimately lead to increased achievement level.
One of these strategies is the use of storytelling. However, in using story telling as a motivational strategy, especially if you are using a drawing, there are some factors to be considered: First, analyse the characters, then ask yourself the following questions: Do the characters portray or communicate prominent characteristics or features? If so, what is being communicated? Show it by means of their clothing, facial expressions and gestures. What types are the characters? Shapes of the characters must also be considered. The teacher must be careful with regards to the feelings that the shapes evoke, e.g., Portray carefully the difference between the shape of a “happy tree” and a “sad tree.” A “young tree’ and an “old tree.”
When using storytelling, the teacher can express it best through many ways, e.g., drawing, role play, use of puppets, dolls, tableau, retelling of students by parts,giving conclusions or endings and many more.
It is not enough that you have drawings of the characters and the setting of the story. Look for contrasts of the shapes. For instance, tall vs short, scared vs pleased, busy vs empty, light vs dark or clean vs dirty. The plot may be horror, pathos, awe or humour.
Some teachers may not be good in drawing; in this case he/she can ask assistance from somebody who is good in this kind of craft, but be sure to make the necessary reminders for the drawings. As they say practice makes perfect. Why not attend a short-term art class, then keep on practicing. Keep at it and you will get better in this craft, in the first place, visuals always attract the attention of learners.
On the other hand, the teacher can also use the Total Physical Response (TPR) in storytelling. According to Ray and Seely as cited by Murcia (2006), TPR storytelling is a method of second or foreign language teaching that includes actions, pantomime, and other techniques. Much is taught through stories. The instructor begins by teaching words in the story through gestures. Each word has its own gesture, perhaps invented by the teacher. Students then practice the vocabulary in pairs. One speaks and the other makes the gesture. After the vocabulary has been covered, the teacher tells a mini story to the students trying to incorporate the students, names and characteristics. After sometime of instruction, a teacher might tell a mini –story much of which students would understand because of the previous stories, gestures and pantomimes.
Later on, students are able to tell the story themselves, while others act it out. In the next step, the teacher tells a main story which students later retell and revise. Lastly students create their own stories and tell them.
References:
http//www.tprstorytelling.com/story.htm
Murcia,C.M. Teaching English as a Second or Foreign Language.Heinle&Heinle.Thompson Asia. 2006
By: Mercelina Q. Sanggalang | Teacher III | Luakan National High School | Dinalupihan, Bataan
