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Using Storytelling in the Classroom

KarlBehling
, . kbstorvteller@amail.coin
, w w w . kb stoi-ytel 1 er. web s. CO m

- Introduction, who is this guy anyway?

We call storytelling the oldest system o f teaching; we ought to use it. Storytelling is instinctive,
hard-wired in the human brain, and is attractive to kids o f all ages.

- Neighborhood Stories: the genesis of Constmctive Creativity •

This is N O T the old hackneyed "What I did over the Summer" essay every student dreads at the
beginning o f each new school year. This is purely creative student choice o f topic, details, voice, length,
characters, presentation style. T h e parameters are: the story must be true. It must have happened to you,
or you were a first-hand witness to it. The neighborhood doesn't have to be the current one.

Concepts: -stories are linked to places make a neighborhood map it's not an art contest
- you only write (or tell) authentically from what you know

-Who gets what from the Neighborhood Story?

1. The teacher builds a bridge 'A way, becomes human. The students build Yi way to meet me.
2. In the cooperative learning structure, the students begin immediately to open up and share . They
make a new friend instantly, and we avoid the trauma of, " O K , class, let's all stand one at a time and
introduce ourselves." ( Translation: "Isolate yourself in front o f a group o f possibly hostile strangers,
^ and try unsuccessfully to not make a huge fool o f y o u r s e l f " ) v .
3. The students learn quickly that they must listen carefully, remember what they heard, and report
accurately. ( A l l essential skills i n school. )
4. The students are storytellers from day 1.
5. Students begin to see that they have much i n common with their classmates, and begin to build a
sense o f community that bridges socio-economic, and ethnic divides.
6. The students are validated as unique, yet as part o f a group w i t h communal experiences.
7. Their first school assignment is a success. The experience is non-evaluative.
8. Audience manners are taught up front and expected throughout the year.
9. Once they have a story to work with, I can help them begin to shape it.
10. A writing assignment is underway effortlessly.
11. A similar activity can be done at any time throughout the year because it is enjoyable, familiar,
and educational.
12.1 have set the course for the year's instruction.

- Characteristics of students in a storytelhng classroom: They will:

Listen more attentively. They understand audience maimers and polite applause.
Be more considerate o f others' efforts, they know their turn is coming.
Be more accepting and encouraging, non-derogatory, less prone to teasing.
Plan ahead, anticipate their presentations, prepare.
' - \d expressively, write expressively, speak clearly and confidently, begin to build "presence".
Be eager to participate, engaged i n the learning.
Show pride in their accomplishments.

Copyright K a r l Behling 2010 Do not reproduce without written consent

-Storytelling as a Teaching tool:

1.1 tell stories often, and for various reasons. I tell to model good technique, I tell to entertain,
reward effort, to relax students before tests, to fill odd moments so it's not wasted time, and
perhaps most importantly I tell to build background knowledge.

2. The oral story is the springboard to writing and the writing process. Most o f the students' stories
start as oral presentations, then the stories are written and re-used . They form the texts that are used
to identify nouns, verbs, adjectives, etc. The stories are re-worked to use expanded vocabulary,
metaphors and similes, dialog, sensory details, point o f view, and on, and on ,

3. Story fonn, story elements, story style (genre), author's purpose, become critical topics.

4. Computer literacy now has a purpose, and it has nothing to do w i t h mindless games. Internet
searches are more commonly done for folk tales, or Aesop, or history on which to base historical
fiction. Word processing becomes a highly prized skill. :

5 . 1 have 2 separate listening centers stocked with books on tape, storyteller Cds, music and poetry.

6. Public speaking, dramatic presentations, and memorization are all Standard Curriculum
requirements i n Utah and most other states.

7. "Again!" is music to my ears. Repetition teaches. Patterning and prediction are essential skills.

8. M y students are cross-grade tutors i n reading and math. These tutors tell stories, read with/ to
their buddies, teach math and are pen-pals as well.

9. Pure storytelling for telling's sake. I coach student tellers for the school and District competitions
that send student tellers on to the Weber State Storytelling Festival. (Telling skills) .

10. History I S story, not names and dates. I tell the stories.
Ring-a-ring o f roses Black plague i n Medieval Europe
Humpty-Dumpty political rise and fall, inability o f political structures to address all needs
John Henry advent o f the steam engine and Industrial Revolution
John Colter's Run exploring the West
15 Miles on the Erie Canak...early transportation, opening the West to trade and travel
Follow the Drinking Gourd....Underground Railroad, Abolition
McTavish is Dead Irish potato famine, immigration

Copyright K a r l Behling 2010 Do not reproduce without written consent

 /

- How do I use storytelling in the classroom?

^- Storytelling is woven through much o f the school days'activities.
Several specific activities stand out:

1. Neighborhood stories are created and updated constantly. The students keep all o f their drafts and
updates in their writing notebook for reference. We w i l l occasionally have a class telling time for new
stories. Students are constantly reading and observing and joumaling for "story scraps".

2. Recitation: is a year-long, ongoing, weekly activity. The students begin the year w i t h a teacher
selection o f short poetry, from which they choose one to memorize and recite for the class. They
choose a new poem to memorize and recite each week. When every student has recited 3-4 times,
we move on to fables, www.aesopfables.com becomes an extremely popular website. The fables
must be learned, but not memorized. These take longer to get through, so each student can only tell
their fable every other week.
Next we move on to T a l l Tales, Myths and Legends, which again are learned but not memorized.
We finish out the year w i t h student created tales, either new neighborhood stories, creative Tall
Tales, and occasionally, fantasy.

3.1 use stories to introduce new topics/concepts i n social studies, science, sometimes even in math.

4. Students are cross-grade tutors i n reading and math. The classes correspond pen-pal style.

5. We are constantly telling/writing for the Young Authors night, making books (blank books), and
^ " every field trip or special program is always capped with a report i n illustrated booklet style.

6.1 read aloud after lunch every day. I choose books and stories that the students might not pick up
on their own. When I have a class set o f books, the students follow along while I read.
(Teacher models fluency)

7. Student tellers preparing for the Festival practice on the class 5 or 6 times, as w e l l as being
invited into the Kindergarten classes to practice.

8. To escape information overload and test anxiety. Telling stories before tests calms, refocuses,
and redirects the brain into familiar pathways. Q. Where do they go when they daydream? A. Into a
safe place, a refuge o f their o w n creation. Go there with them, they w i l l go easily and comfortably.
C A U T I O N , children may not feel safe at first going there w i t h a grown-up.

Copyright K a r l Behling 2010 Do not reproduce without written consent

-Assorted Final Nuggets of Wisdom:

Teachers not only transmit the body o f knowledge from generation to generation, they are also the
keepers o f the social conscience.

Much o f story deals w i t h the Language Arts, but also Math, Science, Spelling, P.E. or Penmanship.

Storytelling definitely does deal w i t h content you w i l l never see on a Standardized Test, such as
tolerance,
fairness,
ingenuity,
perseverance,
respect,
kindness,
responsible actions,
environmental awareness, .
priorities,
accountability, ' '
patriotism,
attention to detail.

Stories promote:
cultural awareness and appreciation,
inter-generational connections and respect,
student confidence and enjoyment o f hfe,
lessons from other places and times.

The "intangibles" (read, Un-testables) are enormous.

Student attention spans increase,
hstening ability skyrockets,
self confidence and self esteem blossom,
information retention soars,
classroom community increases,
audience manners become a habit,

children use their brains i n ways that traditional schooling ignores.

Storytelling:
activates sensory memory,
validates appropriate attention getting,
affinns social values,
channels natural creativity and energy,
can be student driven,
is cathartic,
is F U N and easy for all ability levels,
is inexpensive.

Copyright K a r l Behling 2010 Do not reproduce without written consent

A good writer/teller knows that you can only write authentically from what you know. The much
touted "creative w r i t i n g " done at the elementary level is little more than abstract fantasy. Creative
writing is really for people who have some hfe experience, and a message, and the skills to weave a
good story. Neighborhood story telling is where kids are and where they can succeed spectacularly.

Self esteem does not come from being told you are "unique" and "wonderful". Kids know grownups
are yanking their chain. Real self esteem comes from being competent, doing something well.

Young children actually need fantasy, it is how their developing brains carve new pathways and make
connections. Children are imaginative creatures. Capitalize on that ability and that need. Teach gently
with timeless stories.

Storytelling, especially student storytelling, reaches all students at all ability levels and at their
comfort level then moves them out o f it.

-What's the use of the story?

Red Riding Hood " Don't talk to strangers or you will be eaten

The Talking Eggs Kindness is its o w n reward

Mufaro's Beautiful Daughters W i t h a little unselfish effort, the good guys w i n

Br'er Rabbit
Jack and the Beanstalk Brains are better than brawn
The Brave Little Tailor
Three Pigs

Ugly Duckling Don't judge too quickly

Pied Piper o f Hamlin Keep your promises

Goose that Laid the Golden Eggs Don't get greedy

King Midas People are more important than things

Gluscabi and the W i n d Eagle (Brusac) Respect the environment

Soldier Jack (Whickity-Whack, into my sack) Death is part o f life

Tuck Everlasting (Babbit)

Tortoise and the Hare Perseverance

Marlton and the Star Chart (personal tale) Life isn't fair

Copyright K a r l Behling 2010 Do not reproduce without written consent

 SELECTED RESOURCES

Children Tell Stories, Teaching and Using Storytelling in the Classroom,

Martha HamiUon and M i t c h Weiss (2005) http://www.beautyandthebeaststorytellers.com/

The Power of Story, Teaching Through Storytelling, " :

Rives Collins and Pamela J. Cooper (1997) . ;

The Storytelling Classroom, Applications Across the Curriculum,

Sherry Norfolk, Jane Stenson, and Diane Williams (2006) http://www.sherrynorfolk.com/

A Beginner's Guide to Storytelling,

National Storytelling Press, N S N (2003)

Improving Your Storytelling, Beyond the Basics for all who tell Stories in Work or Play,
DougLipman (1999)

The Power of Personal Storytelling, Spinning Tales to Connect with Others,

JackMaguire (1998)

The Storyteller's Guide

David Hok and B i l l Mooney (1996 )

The Storyteller's Start- Up Book,

Margaret Read MacDonald (1993)

The Call of Story,

A production o f K B Y U - T V (2002) ( D V D or VHS)

WEBSITES

http://community.weber.edu/storytelling/application/AuditionInformation.htm
Information about the Weber State University Storytelling Festival, audition info, application

www.kbstoryteller.webs.com

M y home page. Look through the list on the right side, especially the " l i n k s " for story sources

Find local storytellers at: www.utalistorytellingguiId.org Search the Directory

Find the National Storytelling Network at: http://www.storynet.org/

http://www.timsheppard.co.uk/story/
Literally, the largest site on storytelling on the internet, SUPERB
 Weber State University Storytelling Festival contacts
Davis School District contact:

Monica Murdock
(801)402-5179
mmurdock@dsdmail.net

Ogden School District contact:

Shelly Ripplinger
(801) 737-8308
ripplingers@ogdensd.org

Morgan School District contact:

Nancy Taylor
(801) 829-3438
ntaylor@morgan.kl 2.ut.us

Weber School District contact:

Shirley Atkinson and Sue Fisher

(801) 476-7894 -Shirley or (801) 476-7877 -Sue
satkinson@weber.kl2.ut.us or sfisher@weber.kl2.ut.us

Private and Charter School contact:

Paulette Herman
(801) 392-2912
phennan@stpaulutah.com

Karl Behling 2010

kbstoryteller@.gmail.com
www.kbstoryteller.webs.com