Storytelling tips

When we tell a story we must make the most out of our strengths and compensate our weaknesses. Here you will find some ideas on how you can do that:

- Language competence and preparing the story: It is important to prepare the story beforehand, especially for us non-native speakers. When we tell a story to our students we are their model. The input they receive comes from us. This means that we should be sure on how to pronounce every word that comes out from our mouth. To do so we should scan the story a couple of times in case we find words that we haven’t heard before –although usually we know its meaning by context or we have seen it elsewhere- . If this happens there are many tools in the internet called “Text-to-speech” –aka TTS- that you can use. Here’s a good one: http://www.oddcast.com/demos/tts/tts_example.php?sitepal

- Styles: There are many ways in which we can tell a story. We can do it in a dramatic style or didactic, we can tell a story solemnly or encourage the children to participate in some parts, we can use multimedia props or only visual or no props at all. There is no right way. Do what feels natural and right to you!

- Tone of voice: This is the combination of vocal timbre, inflection, modulation or loudness. Together, they convey much of the meaning of the spoken word. Using the appropriate tone of voice in the different moments of the story will help our students understand what’s happening even if they don’t know many of the words coming out of your mouth. 

- Facial expression, gestures and posture: All these also carry a lot of meaning as in most circumstances we rely on them for important information about intention or emotional attitude towards what people say or hear. Body language has a cultural factor that we should also take into account when trying to “read” the response of our audience to our story. Think about it if you have students from another country in you classroom. 

- Orientation in space: Do you sit down on a chair in front of them or on the floor? Do you need to stand up and move? How about your audience? Again, do whatever feels comfortable to you. However, you should know that our position relative to our listeners conveys meaning about our relationship and intention. The same happens in the classroom out of a storytelling context. Putting a table between you and your students suggests that you are distancing yourself from them. Speaking from above seems authoritative like in old secondary classrooms with those platforms. 

- Transitions: When we tell a story and have a book in our hands it is easy to go from one scene to another as turning the page is a clear and visual signal. When we don’t we should make use of our gestures or body language. If two characters are speaking alternatively use different voices and facial expressions. For example: If the Gruffalo is talking to the mouse look down and use a deep voice and then switch to a higher pitch and look up. 

- Pause: Don’t be afraid to use pauses when you tell a story. Pauses allow you to think and react to your audience before going on. Pauses allow the students to absorb what just happened or imagine what’s coming next. Best of all, pauses can be used to cause anticipation. They can also be used to help with a transition from one page to another or from one chapter to another. The absence of a pause when the audience is expecting one can create humour or a sense of urgency. 

- Repetition: It has many uses to storytelling in general. Mainly, to reinforce information and contribute to the rhythm and tempo of the story. Moreover, for us language teachers it is a great resource to support some specific structure or vocabulary, it also helps memorizing or aids with the understanding of the story.  

After all these clues to a good storytelling experience I want to show you an example. In this video you’ll meet Michael Rosen. He’s an excellent children’s author… and storyteller. If you don’t know his “We’re going on a bear hunt” you're missing a great classic.