Future Directions for fast,
stress-free learning on the right side of the brain
By James J. Asher,
Ph.D. Page 3
Why most students experience
success with TPR
As a hypothesis, it may be that most
students are more right-brained in processing information. If so, then "school"
as it is usually conducted, would not foster successful learning experiences.
Hence, any instructional strategy that has built-in brainswitching should be
successful with most students for first trial learning, long-term retention, and
zero stress. Of course, that is exactly what TPR offers.
We have observed in the typical school
population that students with a painful history of difficulties coping with
academic content presented through the left brain, excel in language classes
that apply TPR. For the first time in their school experience, these students
achieve at the same level as the "A" students-the "smart kids." Ironically,
these students who have "difficulty" learning are often "written off" by school
administrators as "unteachable with low academic aptitude," and hence unprepared
for the demands of foreign language classes. After all, they can't cope with
classes in their native language, so how can we expect them to manage classes in
a foreign language?
There is another powerful advantage to
brainswitching instructional strategies especially in school where confinement
restricts movement both physically and psychologically. Space is diminished to
the territory around one's desk and left brain instruction draws the circle of
space even tighter around the individual with the constraint of sitting in a
chair, focusing attention and minimal body motion.
With TPR, space expands rather than
contracts. Students are in motion using their bodies to respond to directions in
the target language. There is instant success followed by nonstop assimilation
of the target language. The interaction among students can continue for hours
after the TPR class is over. Students can play with the target language using
utterances to direct each other:
"Pass the ball to
me."
"Come here!"
"Throw the ball to
her!"
Stand over here!"
Walk forward three
steps!"
Another exciting application of TPR is
using the target language in coaching sport's activities. For example, all
coaching for soccer could be in Arabic, Chinese, Spanish, or any other target
language-because there is instant understanding with directions such as, "Pass
the ball to Luke." "Stretch your arms like this to block the pass." "Jump
higher!" Students not only improve their skill in a sport but as an additional
bonus, acquire another language in the process.
Of course, this strategy of coaching in
another language applies to instruction in any vocational skill. A cooking
class, for instance, can be done in French as easily as English or Japanese,
because directions are transparent to the trainees.
Application to teaching
mathematics and science
Skillful brainswitching from left to right
and right to left is brain compatible instruction that reaches most students.
For example, it is not enough to tell students (which is left brain input).
Telling is the favorite mode of input from instructors. Code words for telling
include "cover the chapter," or "explain" the concepts.
For example, ask a few people to give you
the first thoughts that come into their minds when you say, "algebra." Typical
responses are: pain, confusion, equations, unknowns, headache, tension, Xs and
Ys. It is apparent from national test scores that "requiring" a course in
algebra is not the equivalent of "acquiring" skill in algebra. Requiring is not
the same as acquiring.
Algebra is a fundamental skill one needs to
operate in higher mathematics, yet few high school graduates feel comfortable or
proficient in using this powerful language. Not only do most graduates have zero
competency, but they can see no value in this activity. It is perceived as an
academic obstacle one must somehow hurdle to graduate. It is beyond the scope of
this paper to explore the value of algebra except to hint that algebra is closer
to theology than to engineering, an insight known for hundreds of years by
spiritual teachers and the great philosophers. The reason, of course, is that
the exquisite patterning of mathematics contradicts the randomness hypothesis of
human existence. For example, the concept of evolution cannot explain the
patterns within mathematics that fit together with a perfection that defies all
"laws" of probability.
Consider this simple metaphor suggested by
the prolific science writer, Isaac Asimov: If you shuffle a new deck of cards
only once, how many times must you shuffle to return the cards to their original
arrangement? The answer is that it will require billions of shuffles to get the
cards back into the original sequence. If you disturb the arrangement of 52
items, it takes billions of trials to retrieve the initial pattern. In algebra,
there are hundreds of items which fit together with astonishing perfection;
hence to achieve that fit by randomness would require not billions of shuffles,
not trillions of shuffles, but so many shuffles that we do not have an
appropriate word in any language.
We attempt to explain the intricate
biological patterns of human, animals, plants, and even galaxies as the
end-product of billions of years of imperceptible changes. But what about
mathematics? There was no evolution. The labyrinth of patterns was discovered
rather than invented. The patterns are there without an explanation of how they
came to be.
But, let's return to the task of "learning"
algebra. I can share a brainswitching strategy that helps all students
internalize a simple model of algebra that is rich in meaning and enables them
to perform successfully. It involves asking the students to stand up. I ask them
to relax, move so that they have room between themselves and the person on
either side. Then, I tell them that I know the picture they have as to what
algebra is (because they just told me). "Now, let's compare that picture with
the picture in my head. Algebra to me is like flying an airplane. Everybody
extend your arms out from your body like this" and I demonstrate. "Notice that
the plane is flying level. The object of algebra is to fly the plane level. You
will know that the plane is level because the equal sign will light up on
display panel in the cockpit."
"Now notice how your airplane maneuvers
when I turn the wheel like this" (and I turn the imaginary wheel to one
direction). As I turn the wheel, students will automatically lower one arm and
raise the other to represent that their planes are making a turn. Next, I say,
"What will happen if the plane continues in this
direction?"
A student will volunteer, "We will crash
and burn!"
"That's right!" I respond. "Quickly, tell
me what to do."
Another student will exclaim, "Turn the
wheel in the opposite direction."
I do so, and the "wings" of the planes in
the room move to a level position. "Ah, now we are safe again. The plane is
flying level. You can put it on automatic pilot, take out your lunch, and
relax."
"Let's make another turn," and we go
through the maneuver in the opposite direction. "Notice that anytime you make a
turn, the plane is in danger until you turn the wheel back to level the wings.
The object in algebra is always to fly the plane level."
Now the students have internalized a model
in motion that I can refer to in any algebraic maneuver. For example, in y - y =
x, I will comment that the plane is flying level because the equal sign lit up
on the display panel of the cockpit. But I want to turn the wheel by eliminating
a minus y. "Tell me how to do this."
Someone will advise me to, "Add y to the
left side."
"Fine," I respond, "but show me with your
body how the plane is flying" and the student will move one arm straight up in
the air and the other sloping down. "Are we in danger of crashing?" I
ask.
"Yes," a student
responds.
"Quickly," I urge, "turn the wheel the
other way to level the wings. What must I do?"
A student will help me with, "Add y to the
right side."
The cockpit display now reads: y = x + y.
The plane is flying level. We are safe until we make another algebraic
maneuver.
The Future of
TPR
The most exciting application of TPR may be
in Europe rather than
America. The concept of a "United States of
Europe" suggests that it may not be necessary for people in different European
countries to "speak each other's language." It may be more realistic for each
person trained with TPR instruction to only understand six or more other
languages. Speaking those other languages is not necessary because, for
instance, a person from England speaks English to someone from Italy and that
individual responds in Italian. Everyone speaks in their native language which
is most comfortable.
References
Asher, James J. Learning Another Language Through
Actions*, Triple-Expanded Sixth Edition, Year 2000. Sky Oaks Productions,
Inc., P.O. Box 1102, Los Gatos, California, 95031.
Asher, James J. The Super
School
of the 21st Century*.
Demonstrates how students of all ages enjoy
fast, stress-free learning on the right side of the brain for any subject or
skill. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, California,
95031.
Asher, James J. "Year 2000 Update for the Total Physical
Response, known worldwide as
TPR." You can read this article on the web at:
www.tpr-world.com
Asher, James J. "Year 2001 Update for the Total Physical
Response, known worldwide as
TPR." You can read this article on the web at:
www.tpr-world.com
Cabello, Francisco. The Total Physical Response in First
Year*. (Can be ordered in English, Spanish, or French.) 2001, Sky Oaks
Productions, Inc., P.O. Box 1102, Los Gatos, California,
95031.
Garcia, Ramiro.
Instructor's Notebook: How To Apply TPR For
Best Results*. Fifth
Edition, 2001, Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, California 95031.
Krashen, Stephen D. "TPR: Still a Very Good Idea." Novelty,
Volume 5, Number 4. December 1998.
M?quez, Nancy. Learning with Movements*:
Total Physical Response English for Children, 1999. Sky Oaks
Productions, Inc., P.O. Box 1102, Los Gatos, California,
95031.
M?quez, Nancy. Apprendiendo con Movimientos*: M?odo TPR
Espa?l, 1999. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos,
California, 95031.
M?quez, Nancy. L'Enseignement Par Le
Mouvement*, 1999. Sky Oaks
Productions, Inc., P.O. Box 1102, Los Gatos, California, 95031.
McKay, Todd. TPR Storytelling: Especially for Students in
Elementary and Middle School*,
2001. Available in English, Spanish, or French. Sky Oaks Productions, Inc.,
P.O.
Box 1102,
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California, 95031.
Ray, Blaine and Contee Seely. Fluency Through TPR Storytelling*. Sky
Oaks Productions, Inc., P.O. Box 1102, Los Gatos, California, 95031.)
Ray, Blaine. Look, I Can Talk!* (level 1). Look, I Can
Talk More!* (level 2). Look, I'm Still Talking!* (level 3). Available in
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Schessler, Eric J. English Grammar Through Actions*.How to TPR
50 grammatical features in
English. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, California, 95031.
Schessler, Eric J. Spanish Grammar Through Actions*. How to TPR
50 grammatical features in
Spanish. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, California, 95031.
Schessler, Eric J. French Grammar Through Actions*. How to TPR
50 grammatical features in
French. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, California, 95031.
Seely, Contee TPR Is More Than Commands At All
Levels*. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, California, 95031.
Silvers, Stephen M. Listen and Perform: TPR for Elementary and
Middle School Children*. (You can order this book in English, Spanish or
French.) Sky Oaks Productions, Inc.,P.O. Box 1102, Los Gatos, California, 95031.
Silvers, Stephen M. Listen and Perform: Teacher's
Guidebook*. Sky Oaks Productions, Inc.,
P.O.
Box 1102,
Los
Gatos,
California, 95031.
Silvers, Stephen M. The Command Book: How to TPR 2,000
Vocabulary Items in Any Language*. Sky Oaks Productions, Inc.,
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Wolfe, David and G. Jones. 1982. "Integrating Total Physical Response
strategy in a level 1 Spanish class." Foreign Language Annals
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Woodruff-Wieding, Margaret S. and Laura J.
Ayala. Favorite Games for FL-ESL Classes*. Sky Oaks Productions, Inc.,
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California, 95031
?Copyright 2001 by James J. Asher,
Ph.D.
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