Character strengths in action: Using your whole body to tell a story

You can, and I do, often use simple props to tell a story. You can also use your body. A mixture of tai chi moves, with signs from British Sign Language help me, as the storyteller, to embody the story. Because I am using my whole body, I am fully present, aware of where I am, my audience and my whole self as I tell the story. It is less a cognitive and verbal activity, than a way of inhabiting the story and drawing my listeners into the story with me.

I demonstrate this method of storytelling here

A retelling of Anansi and the Pot of Wisdom, using BSL signs and tai chi moves to enhance the storytelling

As well as the character strength of #wisdom, students see many other strengths in this story, including #humour, #persistence, #teamwork and #spirituality.

Here’s a picture from Frodingham Infants that is based on the story,

Frodingham Infant School Scunthorpe UK

 

I hope you enjoy it 🙂

 

Stories and storytelling for teacher and student well-being

Educational well-being – practical ideas for supporting teacher and student well-being

1. Stories and storytelling for teacher and student well-being

This is the first in a series of blogs and videos which are intended to share with you the fruits of 12 years of working to support teacher and student well-being in education – through a focus on character strengths and virtues, stories and storytelling and the creation and celebration of rhythm and traditions in the classroom.

I will be telling my stories and sharing ideas and suggestions. If you enjoy these resources, please let me know!

The first of a number of films will follow shortly 🙂

Why become a storyteller?

Storytelling is an ancient and highly effective teaching technique and ANYONE can learn to tell stories. The world’s greatest teachers all told stories to convey their essential messages. Storytelling engages the whole selfthe emotional as well as the rational self – even the physical self (a good story gives us ‘goose bumps’ or makes us shiver), so stories are far more memorable than a series of statements or a list of facts. Telling stories allows us to make an emotional connection with our audience because storytelling is mind to mind, face to face and heart to heart.

Psychologist Dan McAdams says ‘We are all tellers of tales…each of us comes to know who he or she is by creating a heroic story of the self’, (McAdams, 1993, p. 11). Philosopher Alasdair MacIntyre, says that ‘the telling of stories has a key part in educating us into the virtues’ and that without stories, children are ‘unscripted, anxious stutterers in their actions as in their words’ (MacIntyre, 1981, p. 216). Bettelheim regarded fairy tales as essential to children’s healthy emotional development, (Bettelheim, 1976).

Storytelling allows a teacher to be playful, to model creativity for their pupils, to nurture them and introduce them to the stories of their own culture and those of others. It is an opportunity for a teacher to show their pupils something of their authentic self.

Storytelling is perhaps our oldest art form and has been used in all societies to pass on values and wisdom to the next generation. Children never forget a teacher who tells them stories. The stories you tell children are the most lasting gift you will ever give as a teacher.

Storytelling stimulates the imagination more than the reading of books or the watching of films – because it leaves more for the child to fill in. Stories that are told are remembered better than those that are read aloud. This is probably due to a combination of their greater emotional impact and the fact that oral stories tend to be shorter and use strategies to engage memory – rhyme, rhythm and repetition.

Storytelling helps children become comfortable with silence and stillness.

Telling stories increases your own ability to hold children’s attention and enhances your creativity.

Finally, storytelling is immensely enjoyable – for the storyteller!

How to get going as a storyteller

First, tell stories you love. Your enthusiasm and pleasure in the story is mostly what children will remember. The fact that you tell it with passion is much more important than how fluent or skilful you are.

So, start either with a favourite story of your own or choose one from my published resources. The ones in my books are already written very simply, and are designed to be told aloud. Read them through a few times then put the book down and practice in a room, all by yourself. Practice IS important.

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In particular, make sure you know the first and last line by heart. This is important. Then, learn by heart any memorable phrases that are repeated through the story. There are usually a few of these.

Then, let the children know you have never told this story, or even told any story before. This gets them on your side. Then, have a go. And remember, Rule 1 of storytelling: Enjoy it.

Don’t worry if you miss bits out, slip up on words, get stuck and have to start again. Storytelling is a skill, you get better with practice.

If you want to tell a particular story that is not available in the TTS resources, find a few versions in books or on the internet and read them all through. Then put them all away and write your own version as simply as possible.

Rule 2 of storytelling: Keep it Simple.

A good template for creating a good story to tell aloud is The Three Little Pigs. Simple structure, memorable phrases with alliteration, lots of repetition. Most people could tell this story with no practice at all. It is a really good example of a memorable, oral story. All the stories I write to be told aloud are really The Three Little Pigs in disguise!

Rule 3 of storytelling:  If you can see it in your imagination, your listeners will see it in theirs.

When you tell the story, make sure you are seeing it in your mind’s eye. Picture it as clearly as you can.

Rule 4 of storytelling:  Tell the Same Story As Often as Possible.

Tell the story again as soon as possible, either to your class or to another class. In the Waldorf education system in Scandinavia children hear the same story told every evening, by firelight, throughout the week. This allows them to get to know the story really well and for the teacher to get to know it too, so that it really enters their repertoire. And children enjoy repetition – look at how often they watch a favourite DVD or play a favourite game. Novelty is good – so is repetition and familiarity.

When to tell stories

Storytelling has an obvious association with literacy and with speaking and listening. However, you can tell stories in any subject discipline. I knew a maths advisor once who used The Three Billy Goats Gruff to great effect to help teach measurement. She took the class outside to take little steps across the ‘bridge’, counting how many were needed to get across; then they took bigger steps and counted how many of those were needed and so on. She used Coronation Street, Brookside and East Enders to teach place value to high school students, too.

So, don’t feel limited to literacy lessons to tell stories. And don’t forget that older students like stories, too.

My retelling of a traditional Lincolnshire story, Where is the Moon?

A Character Strengths in Action Story for #Friendship or #kindness: One of my geese is missing

My version of the legend of St Werburga: One of my geese is missing 

Werburga was a saint, everybody said so, and they told stories about her kindness. But Werburga said she just looked and listened and noticed the important things in life. Like the children who played in the fields next to her cornfield. Werburga smiled when she saw them and when, one day, a little boy lost his favourite wooden horse in a clump of grass, Werburga noticed and helped him to look for it and stayed with him until it was found and his tears had dried up and he was smiling again. Werburga thought children were important and ought to be noticed

Werburga was a saint, everybody said so, and they told stories about her kindness. But Werburga said she just looked and listened and noticed the important things in life. Like the animals and birds who lived in and around her cornfield. Werburga smiled when she saw them and when, one day, a sparrow hurt its wing and couldn’t fly, Werburga noticed and picked it up and fed it until its wing was healed and it could fly away. Werburga thought sparrows were important and ought to be noticed.

Werburga was a saint, everybody said so, and they told stories about her kindness. But Werburga said she just looked and listened and noticed the important things in life. But when, one evening, she noticed a flock of geese trampling her corn with their great, webbed feet, as they settled down to sleep, she didn’t smile at all. Even saints have their limit and Werburga frowned, and called a neighbour and told him to tell the geese they could sleep in her barn instead.

Werburga never said very much. Mostly she looked and listened but people said she was a saint so when she did say something, people paid attention. And the neighbour did as she asked, though he thought the geese would ignore him and only hiss at him and honk at him and shake their great long snake like necks at him. And when the neighbour told the geese to follow him to Werburga’s barn, they did hiss at him and honk at him and shake their great long snake like necks at him, but they followed him all the same.

The next morning, Werburga went to the barn and opened the door. She looked and listened as the geese waddled out of the barn hissing and honking and shaking their great long snake like necks and then Werburga noticed something. She noticed that the geese were hissing more sadly than usual. She noticed that their honks were not as loud and fierce as they usually were. She noticed that they were shaking their great long snake like necks from side to side as if they were trying to tell her something. And then she noticed that one of the geese was missing.

She called her neighbour and asked him where the missing goose had gone. The neighbour hung his head in shame. He had thought no one would notice if he took one of the geese. He had thought no one would notice if he killed that goose and ate it for his supper. But the geese had noticed, and so had Werburga. Werburga looked and listened and noticed things.

Werburga told her neighbour to fetch the bones of the goose he had eaten. And then she prayed, hard, because Werburga thought geese were important and ought to be noticed and God must have thought so too because, as she prayed, the bones started to move and fit together, and as she prayed some more, flesh began to cover the bones and, as she prayed some more, feathers began to sprout out of the flesh and soon there was a live, hissing, honking goose waving its great long snake like neck at her, where before there had only been a pile of bones.

And the goose lowered its great long, snake like neck and bowed to Werburga, to thank her for her kindness in noticing that it was missing. And all the other geese did the same. And then they spread their wings and with a last great honk they launched themselves into the air and flew away.

So when you see geese flying overhead, and hear their honks filling the air, remember Werburga who looked and listened and noticed the important things in life.

A story for thinking about friendship, kindness, love, spirituality, wisdom…….

PrintYou can hear me talk about character strengths in action stories and tell this story here

One of my geese is missing – the story of St Werburga

You can find more of my stories here:

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