Inquiry post #5

Visual Cues and Student Learning- TPR

While in Europe we have had the opportunity to visit many different schools and observe
in a variety of classrooms. The teacher in each classroom that I was in had a different teaching
style, and it was really interesting to experience each of these styles and see the students
reaction, participation, and learning. When we visited the ISK school today, Jos told us that the
school uses the Total Physical Response (TPR) teaching method. I have heard about TPR
learning, but have not had much experience using it in the classroom. After observing in the
classroom and seeing how Guus (my teacher) used TPR I became interested in the benefits of
this teaching style, specifically for language learning.
The first thing that the starting students (in group one) at the ISK schools did today was
move their chairs into a circle. After they were all seated, Guus stood up and began introducing
himself. In Dutch he explained that his parents came to the Netherlands by boat and then he was
born; he also told the class his name and his age. While he was introducing himself, he was
using his hands, facial expressions, sounds, and motions to give the students a visual
representation of his introduction (showed birth, made crying sounds for baby, and using
fingers to show age). Since the students in the classroom have different nationalities and
different native languages, they are all learning Dutch as a second language. They are all at
different levels and since they do not have a common language for instruction Guus explained
that TPR is a wonderful way to keep students engaged and help them understand. From what I
observed at the ISK school, TPR actually provided the students context to what was happening
and to what was being said in the classroom.
Since Guus was not able to tell me anything further than his positive experience with
Total Physical Response in the classroom, I decided to do some research on the benefits of TPR
in the classroom. According to Teaching Methods, I learned that TPR is based on the theory
that the memory is enhanced through association with physical movement. A teacher using
Total Physical Response can ask students to complete a variety of tasksbased on the phrases/
vocabulary that the teacher wants to teachthat can be visually assessed. The teacher can tell a
student to stand up and motion for the student to stand up (or the teacher can complete the
motion him/herself). After the student performs this task, they are more willing to link the
phrase with the action which will enhance the students memory. This type of learning is very
motivating and fun and since it is a repetitive activity, learners will be able to assimilate the
phrases/ instructions in order to participate in class even if they are unable to reproduce them
accurately themselves (Teaching Approaches). An important aspect of this teaching method is
that students are hearing and being exposed to the language before they are required to produce it
themselves; this is how young children acquire their native tongue (Total Physical Response).
James Asher, Ph.D (originator of the Total Physical Response) believes that TPR can be the
most powerful tool in [a teachers] box of linguistic tools (tpr-world). Since this teaching
method requires students engagement in the classroom and their participation in the lesson, they
become more active in their learning and have more success learning a second language. Total
Physical Response has been used for over fifty years in thousands of language classrooms
worldwide (trp-world). I have personally been in one early childhood classroom that has used
TPR; we used personal messages with the students (for example: you are climbing on the chair.
I am worried you could fall and hurt your body. Put your feet on the ground.) to help expose
them to language and to help give them positive directions for their behaviors (we are not
allowed to say words such as: dont, stop, you cant, no, etc.). If the student did not listen, we
repeated our statement then told the student we would help them complete the task. Since the
student was able to hear the instructions and then completed the task (with or without help), they
were able to understand what was expected and began to learn phrases and vocabulary.
From what I have experienced and learned about TRP, I am very excited to try using this
teaching method in my future classroom. Since I hope to work with young children, it will be
important to keep them up and moving with hands-on learning to keep them engaged during
class. Also with my TESOL minor I hope to be able to use TPR in my classroom so that the
students whose first language is not English will have equal opportunities to understand what is
going on and to participate during class.
While observing in the ISK school today, Guus seemed very comfortable using the TPR
approach with his students. I am wondering if there are any professional developments or
training opportunities that teachers can partake in to gain knowledge about TPR and how to use
it effectively in the classroom. I am also wondering how students feel about Total Physical
Response. Do they notice their reliance on visual cues or do students find this type of learning
(with visual cues) effective and necessary? Also can students become dependent on TPR and
use visual cues as a crutch in the classroom? How do teachers know when to begin taking away
visual cues and how can a teacher cater to all students needs with TPR?

References
ISK teachers: Jos and Guus
http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-
total-physical-response/146503.article
http://www2.vobs.at/ludescher/total_physical_response.htm
http://www.tpr-world.com/