Interactive Storytelling
& classroom management tips
Chunmei Guan
Butler University
guanchunmei@gmail.com
To grasp basic skills of storytelling
To present various ways of storytelling
To clarify the roles of teachers in storytelling
To provide strategies of class management during storytelling
Objectives
Can-do
statement
Can integrate vocabulary, grammar and
text into a story
Can present the story with various
methods
Can develop a digital story
5C
21st Century Student Outcomes and
Support Systems
21世纪教育框架和技能
 Total physical response
TPR
 In TPR, instructors give commands to
students in the target language, and
students respond with whole-body
actions.
https://en.wikipedia.org/wiki/Total_physical_response
 Teaching Proficiency through Reading
and Storytelling
TPRS
 TPRS lessons use a mixture of reading
and storytelling to help students
learn a foreign language in a
classroom setting.
https://en.wikipedia.org/wiki/TPR_Storytelling
Introduce the vocabulary
TPRS
Create a story
Literacy
“
ASK the story instead of TELLING the story”
Introduce the vocabulary
A. Introduce the vocabulary
B. Practice the vocabulary
C. Assess acquisition of vocabulary
Comprehensible
input
 Comprehensible input is language input that
can be understood by listeners despite them
not understanding all the words and
structures in it.
https://www.teachingenglish.org.uk/article/comprehensible-input
Ways of storytelling
Graphics
Audio
Animation
Video
Web publishing
Essential
skills
Repetitions
TPRS Questioning Technique
Add details to the original sentence and recycle
Get more reps by using questions words and recycle
Never make two statements in a row
Parking
Repetitions
Circling a
question
Statement: He is always late to class.
Yes question: Is he always late to class?
Or question: Is he late or not?
Is John late or is Alex late?
Is he late to class or to dinner?
No question: Is he on time?
W question: Who is always late to class?
Why is he always late?
Where is he late to?
Comprehensibility
Teaching to the low level student
Teach to the eyes
GO
The pause
SLOW
Responding to a Zero response
Staying “in-bounds”
Translating Reading
Personalization
 Get details of the students’ lives and
use the details
 Asking Personalized Question &
Answer details while reading
 DISCUSSION TECHNIQUES
DISCUSSION TECHINIQUES
 Passive PMS
 Personalized Question and Answer
Culture
Teach a life lesson based on what was taught in
the book
Literalness
Pop-up Grammar
Dramatize
Exaggerate
Specificity
Student responses
Keeping control of the story
“TPRS Positive” at all times
Keep student interest through believability
Pop-up Meaning focus on the basics
Pop-ups through stories
Pop-ups through dialogue
Pop-ups through PQA
Pop-ups through reading
Performance Assessment
 Write a skit
 Retelling
 Role play
 Reading comprehension
Classroom management
Am I ready for classroom
management? 我准备好课堂管理了吗？(1）
1. My expectations are clear.
2. I have every minute accounted for in my
lesson plan so there is no down-time.
3. My lessons are interesting and relevant.
4. My students understand why they are
doing a particular activity.
5. I include several activities in each
lesson.
Am I ready for classroom management?
我准备好课堂管理了吗？（2）
6. My lesson objectives are clearly stated
and posted where students can see them.
7. I avoid the use of “busy work.”
8. I implement the same classroom rules
consistently.
9. Students consider me a figure of
authority.
10. I follow through with the consequences
for students.
Am I ready for classroom management?
我准备好课堂管理了吗？（3）
11. I have the respect of my students.
12. I follow my own rules.
13. I have a back-up plan in case my lesson is
not going well.
14.I have planned an extra activity for the end
of my lesson in case there is time remaining.
15. I have developed a strategy to deal with
student confrontation and am prepared to
defuse the situation.
Am I ready for classroom management? 我
准备好课堂管理了吗？（4)

16. I am prepared to any technology malfunction.

17. I know how to modify a lesson or activity in case the
class is interrupted and I do not have as much time
remaining.

18. I know all the students in my classes that have a
medical need or take prescription medication for a
medical condition.

19. I know exactly what to do in case of a lockdown.

20. I have a plan to communicate regularly with parents.
To know your school, students first
The first days of school is crucial to your
school year! 抢占先机，赢在起跑线上！
Take the time to know your school and students
and enlist them in their own success.
 School policies will keep you out of trouble.
 Collaborate with your class to create guidelines
for appropriate classroom behaviors.
 Establish a Chinese class routine for starting
and ending class.

First Days Matter the Whole YEAR!
良好的开端是成功的一半！

Set stages for the whole year in the first days.

Classroom management is transparent.

In a well-managed classroom, there is less stress.

In a well-managed classroom, a variety of activities
can be occurring simultaneously appropriate to a
differentiated classroom.

The effective teacher knows the students
achievement will only occur when the work
environment is organized and structured with
procedures.
Policies relating directly to students
了解和学生相关的具体规则









Attendance/Tardy Policy
Academic/Grading Policies
Telephone use (school phones, cells)
Student Dress and Grooming Policies
Safe School Policies
Weapons, fighting, intimidation, verbal
abuse, bully etc.
Alcohol, Tobacco, and Drug Policies
Sexual Harassment Policy
Hall way pass, bathroom pass and cleaning
Policies you’ll need to be aware of as a
teacher 了解和教师相关的规则礼仪




Internet/Email use policies
Family Educational Rights and Privacy Act (FERPA)
Policies
Policies regarding the reporting of abuse, neglect,
suicide threats, etc.
Emergency procedures





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Field Trip policies
Accident reporting procedures
Reporting academic progress
Purchasing guidelines
Substitute teachers


Fire, earthquake, bomb threat, intruder, lockdown, etc.
Requests for planning, forms, etc.
Use of videos, movies, and instructional materials
Establishing a “Businesslike”
Atmosphere 建立类似公事公办的班级氛围
Take advantage of the first days of class
 Establish an environment in which
achieving specified learning goals takes
priority over other concerns
 It is much easier to establish this
environment from the beginning rather
than later
First days matter so much!

Classroom Schedule/Routines
教室时间表和日常固定活动 ( Sample)
Beginning (5-8 minutes)/bellwork
1.
•
Warm up—Greeting (routine)
•
Weather /Calendar / Small talk
•
Preview / review
Middle-The Big Event (20-35 minutes)
2.
•
Main lesson /Oral language activities
•
Literacy activities
•
Tone / Pronunciation practice
Wow-Ending Closure (3-7 minutes)
3.
•
Wrap up—quick review
•
Thank you and farewell (routine) (exit tickets)
Classroom Schedule/Routines
教室时间表和日常固定活动
1. Provide security and predictability for learners so
that they can concentrate on learning the new
language.
2. Routines give learners experiences with
culturally appropriate gestures and phrases.
3. Routines help to transfer some of the
responsibility for classroom management to
students themselves.
Classroom Schedule/Routines
教室时间表和日常固定活动 ( Continued)
4. Routines are transparent and can lead students to know
what will happen to the next step.
5. Routines could be changed frequently based on the needs
of students and teacher’s style.
6. Routines could help student develop their learning
acquisition, set phrases, sentence drills and cultural
understanding and modelling.
Present Yourself as a Chinese
Teacher-Some Cultural Taboos
中文教师在美课堂文化禁忌

Do NOT pick your nose or your ears in the public;

Do NOT talk while having your mouth full;

SAY “Excuse me!” after you sneeze;

Always cover your mouth when you cough in front of someone;

Change your outfit everyday if possible;

Give a personal space；

Do NOT talk too loudly in public；

Do NOT push or elbow others, say “excuse me”

Take care of your body odor（if possible, take mild perfume for
females; and take deodorant everyday for males)
Present Yourself as a Chinese
Teacher-Some Cultural Taboos
中文教师在美文化禁忌(Continued)

Do not touch students’ body.

Do not use fly-swatter to reach students.

Do not point students with your finger.

Do not raise your voice suddenly in front of your students.

Do not go to bars with your students.

Do not bring food to the classroom without knowing the
ingredients of food and students allergy habits.( 不要大白兔
奶糖）

Do not name your students, classroom pets and toys”
Jesus or Muhammud”, etc.
Some words need avoided in the
Classroom宜避免的课堂语言
Do not say the following words like:
 “Oh, My God”

‘Oh, My Jesus”
 “Oh, he is like a monkey!”


“Shit!”( taboo, never use it, please)

那个（that）（it will offend some
African Americans for it seems like”
nigger”)
Positive communication through
cooperation 积极合作式沟通
Verbalize descriptions of behaviors and
never value judgments about individuals
 Verbalize feelings but remain in control
 DO NOT USE SARCASM
 Do not place labels (good or bad)
 Do not get students hooked on praise

 Praise
the work and behavior – not the
students themselves

Speak only to people when they are
ready to listen
Success =
Good Classroom Management
+
Excellent Teaching
+
Skillful Communications
+
Community Involvement
References
https://en.wikipedia.org/wiki/Total_physical_response
https://en.wikipedia.org/wiki/TPR_Storytelling
https://www.teachingenglish.org.uk/article/comprehensible-input
http://www.actfl.org/
http://webcache.googleusercontent.com/search?q=cache:DsYcvFLulioJ:www.ath
enslibrary.org/images/PDF_documents/ESL/ESL_Curriculum_TeachingSkills_Tech
niques.pdf+&cd=1&hl=es-419&ct=clnk&gl=us
https://www.youtube.com/watch?v=yIHAHLzOPP4
https://www.youtube.com/watch?v=yz98Jk7xvd0
https://www.youtube.com/watch?v=ZYl68zLcZnI
https://www.youtube.com/watch?v=3lHFi_1ED1o
谢谢
THANKS