Dr. Mike Lockett, The Normal Storyteller


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  • Dr. Mike Lockett, The Normal Storyteller

  • www.mikelockett.com

  • Illinois TESOL Conference

  • Heartland Community College

  • Normal, IL 4/20/2012


Father left on trip

  • Father left on trip

  • Gave daughters grain of rice

  • Mystery of rice?

  • What did daughters do?

  • Rice – Ideas – Learning

  • Plant and Nurture them

  • in order to enjoy the

  • harvest.



By 2030, 40% of students will be English Language Learners (ELLs).*” Improving Achievement of English Language Learners in Reading Comprehension,” Jones, Janet. 2011

  • By 2030, 40% of students will be English Language Learners (ELLs).*” Improving Achievement of English Language Learners in Reading Comprehension,” Jones, Janet. 2011

  • Fastest growing population in America are Hispanic – most who speak little English

  • China, South Korean Taiwan are among many nations requiring learning English as a Foreign Language.

  • More nations recognize the need to be bilingual to be competitive.



I travel to plant the seed of using storytelling to help improve learning – one story at a time

  • I travel to plant the seed of using storytelling to help improve learning – one story at a time

  • I support the use of storytelling to teach EFL based on:

    • 33 years as teacher and administrator
    • Over 3000 successful programs
    • Programs in 27 states and 14 countries
    • 19 American Awards for 5 CDs, 1 DVD and first six children’s books
    • The love I receive from all who hear my stories.




The Gift of Stories – The Caliph of Bagdad

  • The Gift of Stories – The Caliph of Bagdad

  • Socrates and Plato told stories to teach wisdom, truth and stimulate thinking.

  • Confucius told stories to arouse the desire for better conduct.

  • Buddha told stories to help people seek enlightenment.

  • Jesus told parables to awaken beliefs and illustrate principles.

  • Panchatantra Tales (5 books of 87 tales filled with animals and magic were written to impart knowledge to royalty.



Einstein was asked by a mother how to help her child become a great mathematician or scientist like Einstein.

  • Einstein was asked by a mother how to help her child become a great mathematician or scientist like Einstein.

  • “Tell your child folktales,” said Einstein.

  • “What do I do then?” asked the mother.

  • “Tell your child more folktales!”

  • “What do I do after that?” asked the mother.

  • “By that time, your child should be old enough to read folktales and stories on his own,” said Einstein.



We are here to plant seeds of learning one story at a time.

  • We are here to plant seeds of learning one story at a time.

  • Play with stories

  • Share research

  • Learn to tell a story



A Story that Works in the Classroom

  • A Story that Works in the Classroom

  • * Interactive

  • * Humorous

  • * Maximum

  • Involvement

  • * Draw from Prior

  • Knowledge

  • * Use to introduce

  • Other Books



Improves Reading Comprehension

  • Improves Reading Comprehension

  • 改善閱讀理解力

  • Improves Vocabulary Scores

  • 改善字彙的成績

  • Improves Listening Comprehension

  • 改善聽力的理解力

  • Improves Math Applications (story problems)

  • 改善數學的應用能力 (故事問題)

  • Improves Reading in ALL Content Areas

  • 改善對於各種範圍的讀物的閱讀力

  • Mike Lockett, 1992

          • 麥克‧洛克, 1992 年


Engle (1995) Children learn storytelling years before logic, persuasion, writing, and other forms of information delivery.

  • Engle (1995) Children learn storytelling years before logic, persuasion, writing, and other forms of information delivery.

  • Hanson (2004) "Storytelling is at the least as effective as reading aloud for language arts development."

  • Mello (2001) Storytelling enhances literacy. "Storytelling was an effective learning tool that linked literature to content and experience."

  • Schank (1990) "Storytelling has demonstrable, measurable, positive, and irreplaceable value in teaching."

  • Snow and Burns (1998) "Recently the efficacy of early reading and storytelling exposure has been scientifically validated. It has been shown to work.”

  • Tannen (1999) Images created through stories are more convincing and more memorable than either fact or abstract propositions.

  • Taylor (2001) "Storytelling is a valuable resource for developing critical thinking skills."



The Story

  • The Story

  • You

  • The Audience

  • If you control the first two, it follows that, all things being equal, you will control the third. * *Ethel Barret in Storytelling – It’s Easy, 1960

  • We will start with stories – then move to YOU – then move to managing the audience to bring them into the story



Find stories that you like

  • Find stories that you like

  • 找到你喜歡的故事。

  • It is important to like stories you tell.

  • 喜愛你所要講的故事,是很重要的。

  • If you do not like a story, your audience will not like it.

  • 如果你不喜歡這個故事,你的聽眾也不會喜歡它。



Find stories that you like

  • Find stories that you like

  • 找你所喜歡的故事

  • Start with short stories that are easy to tell

  • 以一些容易講述的簡短故事開始

  • Learn stories from familiar culture

  • 從比較熟悉的文化開始學習故事

  • Picture books (easy to remember)

  • 圖畫書 (會比較容易記得)

  • Stories with lots of repetition and easy to follow plots

  • 情節重複許多次的故事,和容易聽懂的情節也會是好的故事



Traditional Folk Tales (Dewey Decimal 398.2)

  • Traditional Folk Tales (Dewey Decimal 398.2)

  • 傳統的民俗故事 (杜威圖書編號 398.2)

  • Aesop’s Fables, Fairy Tales, How and Why Stories

  • 伊索寓言, 神話故事, 如何及為什麼的故事

  • Find a “hook” to catch the listeners. Beginning/ending – easy to understand

  • 找到一個吸引人的懸疑情節來抓住聽眾或初學者的心。 故事的起頭/結尾 – 容易記得住的

  • Look for believable characters (true to story)

  • 找到真實的角色 (對故事而言是真實的)

  • Match stories to the age level of the listeners

  • 故事的難易要跟聽眾的程度相符合



Bark George

  • Bark George

  • George went_________________

  • No, George! ________’s go ________.



Fun – liked by children

  • Fun – liked by children

  • Filled with repetition

  • Characters are familiar at age level

  • Small number of characters to remember

  • Picture books are easy to remember

  • Story has a memory hook –

  • Story has surprise ending



Listening attentively and with understanding

  • Listening attentively and with understanding

  • Speaking effectively to teachers, students, and global neighborhood

  • Reading all types of genre fluently

  • Writing with correct grammar, spelling, sequencing and organization

  • Confidence in interacting with others







Introduce stories & books to students

  • Introduce stories & books to students

  • Animal Names – hedgehog, rabbit, fox, bear, mouse

  • Body Parts – nose, ear, head…

  • Color Words – white, red, yellow…

  • Size Words – small, big, bigger

  • Practice using expression

  • Improves fluency in reading/speaking



Anecdotes 軼事趣聞

  • Anecdotes 軼事趣聞

  • Ballads 歌曲式的故事歌

  • Crowd Looseners 暖場的故事

  • Cumulative Stories 演進的故事

  • Epics 史詩或故事

  • Fables Aesop 伊索寓言

  • Fairy Tales 神仙故事

  • Folktales 民俗故事

  • Ghost Stories 鬼故事

  • Historical Stories歷史故事

  • Holiday Stories 節日故事

  • Jokes 笑話

  • Jump Stories 有嚇人效果的故事

  • Legends 傳奇故事



Imagination

  • Imagination

  • Facial Expressions

  • Body Movements

  • Your Voice

  • The Pause

  • Nervousness

  • Confidence

  • + PRACTICE



Read story several times

  • Read story several times

  • Walk around while reading the story

  • Tell the story aloud – PUSH THROUGH IT

  • Book Ends – Practice Beginning and Ending

  • Retell the Story

  • Add 5 – Senses

  • Retell the Story to FIVE PEOPLE



We will start with an ordinary story that is not polished for performance.

  • We will start with an ordinary story that is not polished for performance.

  • We will learn it - then learn to perform it.

  • Stand while reading story out loud.

  • Walk around while reading the story

  • Put the story down – and try telling it out loud.



Tiger had trouble catching animals to eat.

  • Tiger had trouble catching animals to eat.

  • Tiger saw Cat was fast and graceful.

  • Tiger asked Cat for lessons.

  • Cat was convinced to help Tiger.

  • Cat taught Tiger all she knew except for how to climb trees.

  • Tiger tried to eat Cat. Cat got away.

  • Tiger never learned to climb trees.

  • Never stop learning all you can.



Wolf was hungry and went to find some dinner. As he walked he saw a large Ram. "Mr. Ram, Mr. Ram, I am going to eat you!" said the Wolf.

  • Wolf was hungry and went to find some dinner. As he walked he saw a large Ram. "Mr. Ram, Mr. Ram, I am going to eat you!" said the Wolf.

  • 狼餓了去找晚飯吃。他走著走著看到了一隻大公羊 ,狼對他說:「公羊先生,公羊先生,我要吃掉你。」

  • "Mr. Horse, Mr. Horse, I am going to eat you," said the Wolf.

  • 狼說:「馬先生,馬先生,我要把你吃掉。」

  • "Mr. Pig, Mr. Pig, I am going to eat you," said the Wolf.

  • 狼對豬說:「豬先生,豬先生,我要吃掉你。」



Start with small number of Characters.

  • Start with small number of Characters.

  • What can you see?

  • What can you hear?

  • What can you smell?

  • What can you taste?

  • What can you feel?

  • Beginning – Ending

  • Add Voices

  • Add Gestures



Repetition - Look at the story to see if there are any parts that can be told the same way throughout the story. Sometimes, this makes stories easier to tell and more fun to listen to. 反覆 – 看一看故事,然後找找看,在整個故事當中,有沒有一些情節可以用同樣的方法來說。有時候,這樣做能讓故事講起來比較容易,聽起來也比較有趣。

  • Repetition - Look at the story to see if there are any parts that can be told the same way throughout the story. Sometimes, this makes stories easier to tell and more fun to listen to. 反覆 – 看一看故事,然後找找看,在整個故事當中,有沒有一些情節可以用同樣的方法來說。有時候,這樣做能讓故事講起來比較容易,聽起來也比較有趣。

  • Rehearse – Tell your story at least once all the way through without stopping before going back to look at the story or at your notes. 排演 – 從頭到尾不停頓的將你的故事講一次,這樣的排練至少要做一次 。在你完成這樣的排練之前, 不要看你的故事筆記。

  • Practice – Practice telling your story over several times to yourself. 練習 – 練習一再地對你自己說這個故事好幾次。

  • Perform – Tell the story in front of a live audience (1 or more listeners) and have fun! 表演 – 對著有現場觀眾(至少要有一個或更多的聽眾) 來說故事,然後,玩的愉快!



Tone or Pitch – high or low

  • Tone or Pitch – high or low

  • 語氣與音調 - 高或低

  • Speed or Rate of Delivery – fast or slow

  • 演講的速度或步調 - 快或慢

  • Volume – loud or soft

  • 聲音的音量 – 大聲或輕聲

  • Vocal Mimicry –

  • 聲音的模仿

    • sound effects
    • 音效
    • animal sounds
    • 動物的聲音
    • dialects
  • 方言



Cow – Mah – Ooo – Eee – Hands for echo

  • Cow – Mah – Ooo – Eee – Hands for echo

  • Lion – Snore – Oww – Add Pitch changes

  • Jaguar – Err – Oww – Higher Pitch

  • Chicken – Book – Book – Change to Buck – Change to Buh-Yook – Buy-Yook, Book Book

  • Rooster – Er – Er – Er

  • – Change to Er-Er-Er- Er-Er – Raise pitch

  • Frog – Ribbit, – Ooh auk with lower voice

  • Monkey – Owl sound – Suck sound back in

  • – In and out with hoo, In and out with hah, take air in with

  • raised mouth to add hee sound



Emphatic Gestures – strong gestures

  • Emphatic Gestures – strong gestures

  • 強調的手勢 – 有力量的動作

  • Suggestive Gestures – pantomimed actions

  • 建議性的手勢 – 默劇式的動作

  • Head and Facial Gestures – looks and expressions

  • 手勢與臉部表情 – 神情與表達方法

  • Prompting Gestures – for audience participation

  • 提醒手勢 – 邀請觀眾的參與

  • Audience Asides – more advanced technique

  • 和觀眾旁白 – 更進階的技巧



Decide where to tell your story. 決定要在那裏說你的故事

  • Decide where to tell your story. 決定要在那裏說你的故事

  • Take a good breath 深呼吸一下

  • Walk to your “spot.” 走到你的 ”位置”

  • Stand or sit up straight. 挺腰站直或挺腰坐著

  • Make eye contact with the audience. 和觀眾開始有眼神的接觸

  • Pause for breath. 停頓一下來呼吸

  • Speak clearly and loudly. 大聲清楚的說話

  • Introduce yourself and your story. 介紹你自己和你的故事

  • Tell your story. 開始說你的故事



Morning Glory Seeds

  • Morning Glory Seeds

  • Some seeds easy to germinate – soak in shallow dish of water.

  • Some seeds tough and hard to germinate. Nick the seed – Make it uncomfortable to start the germination process.



When we see the beauty created by small discomforts – we are more willing to try new methods of learning.

  • When we see the beauty created by small discomforts – we are more willing to try new methods of learning.



Amaryllis Bulbs

  • Amaryllis Bulbs

  • Sometimes can take 3-4 years to bring amaryllis to grow from seeds to full bloom.

  • First Growth is sometimes slow.

  • You can nurturing and giving them special care to speed up the process.



Students who sit quietly and observe – but who do not interact

  • Students who sit quietly and observe – but who do not interact

  • When forced – they may be

  • like the flower that blooms

  • only once.

  • When nurtured – they can

  • continue to blossom and grow

  • more beautiful in their learning

  • year after year.



Chestnut Trees

  • Chestnut Trees

  • Wiped out by blight in many areas

  • Environmentalists and even children

  • replanting them for the sake of the

  • environment

  • Roots need more room to grow

  • Need more nurturing at early stages of planting

  • Many forests now restored



Effects of Poverty

  • Effects of Poverty

  • Lack of English skills

  • Different background

  • Low reading skills

  • Lack of confidence

  • Low writing skills

  • Social isolation

  • Unqualified teachers

  • Overworked teachers

  • Poor attitudes …

  • Over Emphasis on Standardized tests



Korean licorice mint

  • Korean licorice mint

  • Known as one of the most important medicinal herbs

  • Used for centuries to treat a variety of medical conditions.

  • Best started in warm nurturing environment.

  • Stories Nurture Your Students

  • They will serve others well because of your stories



Fertile soil (encouragement + positive attitude)

  • Fertile soil (encouragement + positive attitude)

  • Room to grow (few limitations – no one right answer!)

  • Protect from pests (limit criticism)

  • Good materials (Constant care by lessons and stories)

  • Knowledgeable caretakers

  • That is why you are here!



Starting Large Batches of Seeds is hard.

  • Starting Large Batches of Seeds is hard.

  • Too many different seeds in containers get mixed up.

  • The seeds may not get the care they need

  • Consider starting one at a time – to give each the best care.

  • Try learning one story. Tell it

  • until you know it well.

  • Then learn another.



Keep track of the stories that

  • Keep track of the stories that

  • you learn and tell.

  • Written copies or recorded

  • stories allow you to take less

  • time to tell the same stories at

  • a later time.





Folk Stories of Taiwan - Culture Committee, Houston Taiwanese School of Languages and Culture.

  • Folk Stories of Taiwan - Culture Committee, Houston Taiwanese School of Languages and Culture.

  • Tales of the Taiwanese - A wonderful sampling of more than 20 Taiwanese tales that appeal to all ages—from how and why stories, humorous tales, and animal tales to stories that demonstrate Taiwanese values and ethics.

  • Folktales from Taiwan – by Jessie Huang – published by Bookman, Excellent book of





Sky Food – Why Clouds Are in the Sky

  • Sky Food – Why Clouds Are in the Sky

  • Why Spiders Have Big Bottoms

  • Humpty Dumpty and the Great Fall - ???



Learn once new story and tell it.

  • Learn once new story and tell it.

  • Learners will benefit because of your efforts.

  • You will grow in your own language development.

  • The harvest is worth the

  • effort.



Go to Dr. Lockett’s Website

  • Go to Dr. Lockett’s Website

  • Over 175 stories can be downloaded at www.mikelockett.com

  • The stories are FREE to read and tell.

  • The stories include Mandarin translations.

  • Free Samples of stories on YouTube

  • Free Handouts

  • Free Resources






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