Total Physical Response method

Total Physical Response method

Created by Olga Tebueva

Who creates the method?

• Asher, J.C.  (1979).  Learning Another Language Through Actions . San Jose, California.
• James J. Asher defines the Total Physical Response (TPR) method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation.

What is the Total Physical Response (TPR)?

• Total Physical Response (TPR) is a  method of teaching language or vocabulary concepts by using physical movement to react to verbal input . The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress.

The basic tents are:

• Understanding the spoken language before developing the skills of speaking. 
• Imperatives are the main structures to transfer or communicate information. 
• The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances.

Technique

• Step I The teacher says the commands as he himself performs the action.
• Step 2 The teacher says the command as both the teacher and the students then perform the action.
• Step 3 The teacher says the command but only students perform the action
• Step 4 The teacher tells one student at a time to do commands
• Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students.
• Step 6 The teacher and student allow for command expansion or produces new sentences.

Where is it from?

• It is based upon the way that children learn their mother tongue. Parents have 'language-body conversations' with their children, the parent instructs and the child physically responds to this. TPR attempts to mirror this effect in the language classroom.

How can I use it in class?

• In the classroom the teacher plays the role of parent.
• She starts by saying a word ('jump') or a phrase ('look at the board') and demonstrating an action.
• The teacher then says the command and the students all do the action.
• After repeating a few times it is possible to extend this by asking the students to repeat the word as they do the action.
• When they feel confident with the word or phrase you can then ask the students to direct each other or the whole class.

When should I use it?

• TPR can be used to teach and practice many things.

• Vocabulary connected with actions (smile, chop, headache)
• Tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)
• Classroom language (Open your books)
• Imperatives/Instructions (Stand up, close your eyes)
• Storytelling

• It can be adapted for all kinds of teaching situations, you just need to use your imagination!

A few useful variations

• When I use TPR, first I get the students to do the actions and then I do them and drill the students (chorally and individually) to give them an opportunity to practice making the sounds. They are then ready to give commands to each other.
• A game I like to play is to organize the students into a circle around me, I say the word and the last person to do the action is out. This person then stands behind me and watches for the student who does the action last. Eventually there is only one student, she is the winner. You can extend this by playing Simon Says. This time when you give a command, students should only do it if you say "Simon says..." at the start. I might say, "Simon says, 'slice some bread'" or "Simon says, 'chop an onion'" and the students must do the action. However if I say, "Whisk an egg" the students shouldn't do this. If anyone does the action that Simon doesn't say then they are out and have to watch for the mistakes of the other students.

Are there any disadvantages with using TPR?

• Students who are not used to such things might find it embarrassing. This can be the case initially but I have found that if the teacher is prepared to perform the actions, the students feel happier about copying. Also the students are in groups and don't have to perform for the whole class. This pleasure is reserved for the teacher.
• It is only really suitable for beginner levels.
• Whilst it is clear that it is far more useful at lower levels because the target language lends itself to such activities I have also used it successfully with Intermediate and Advanced levels. You need to adapt the language accordingly.
• For example, it helped me to teach 'ways of walking' (stumble, stagger, tiptoe) to an advanced class and cooking verbs to intermediate students (whisk, stir, grate).
• You can't teach everything with it and if used a lot it would become repetitive. I completely agree with this but it can be a successful and fun way of changing the dynamics and pace of a lesson used in conjunction with other methods and techniques.