The power of storytelling

Shaveta Azad

Why should we focus on learning through stories?
‘Once upon a time’ – this statement is not limited to just four words, but rather opens endless possibilities of exploring one’s deep hidden emotions and developing perspectives toward fellow beings.

Stories can be real or fictional. When an author pens down his thoughts, it gives an opportunity to readers to peep into other cultures, ideas, values, words and behaviour. Building positive emotional skills during the foundation years should be on the list of a teacher’s top priorities. Happy children learn better and grow better. Learning through storytelling is like making one learn something without typical teaching.

For younger children with fresh minds, storytelling is an opportunity to develop a healthy vision towards this world. There are concepts, which cannot be spoonfed into a young mind, especially when we talk about the capability to think critically and inculcate moral values in children. Education does not refer to delivering packets of information, rather it enables one to represent and see this world in a better way. Almost every story deals with a situation, emotion and a big idea (moral value or lesson), and a child starts finding a connection with it. Since the human mind thinks in images, when a teacher tells a story, a child’s mind starts creating visuals to understand the story and make her own interpretations.

Teachers/educators are great storytellers. It is proven that even some of the most difficult topics are easily grasped by children when stitched in stories. However, a teacher is always curious about the outcome of any activity. So the scene does not end with storytelling; a child’s reflection after it is also crucial. Since children in a group or class come from different families, cultures, backgrounds, etc., their interpretations and reflections also vary accordingly. So, it becomes important for a teacher to record their impressions to keep track of their learning and vitalize their imagination after telling a story.

“We do not learn from experience. We learn from reflecting on experience.” – John Dewey

Reflective activities help educators in promoting a positive learning atmosphere. It creates a strong bond between the storyteller and the child. By reflecting, a child realizes that her feedback is valuable while a teacher understands whether he/she was able to drive the point home. Reflection is a positive process by which an educator can look back at the things one experienced and use that knowledge in future. It is an effort to understand and support a child’s individual growth. Thus, it becomes a medium through which both children and the educator can improve.

Gibb’s Reflective Cycle Model in the context of learning through stories can prove to be useful to improve a child’s understanding and critical thinking. This model is proof of practice-based learning. Let us look at its different aspects in this context.

Discussion – At this stage, no conclusion is assumed. The teacher’s focus remains on narrating the story through different methods. What happened, how it happened, who did it, when it was done, where did it all happen? All these details are described to paint a clear picture in the child’s head.

Feelings – What are children thinking about the story? Are they connecting themselves with the story? Are they sensitive about other’s feelings as well?

Evaluation – Are the children evaluating the good, the bad, negative or positive aspects of the story? Are they able to differentiate between the good and the evil parts in the story?

Analysis – Are they relating the story to any real-life experiences or past happenings? What would have been their reaction(s) while facing a similar situation? Are they making any sense out of it?

Conclusion – Did they explore any big idea or message from the story? Can they reflect on it?

Action Plan – Is there a possibility of improvement in learning for better outcomes? Is there any further suggestion for the teacher to plan it differently for generating more inquiries from the student’s side?

Points to keep in mind before and during storytelling
• A story must be narrated using facial gestures and intonation to express different emotions, as these leave a deep impact on children.
• Eye contact with the children is a neat trick to immediately hold their attention.
• Using a language and vocabulary which the children easily understand will make sure they grasp much more.
• A few props – toys, puppets – may be used to enhance a story.
• Minimal external disturbance is the key to minimum distraction and maximum engrossment.
• While dealing with younger children, it is a good idea to allow them to express their doubts and opinions during the session, preferably in their native language.

Reflective activities after storytelling
• A few pictures/props related to the narrated story can be shown and children can be asked to recollect how they related to the prop/pictures.
• Few story-related picture cards along with their jumbled names can be prepared. Later, these cards can be given to the children to match, fill colours or write correct names.
• Every child can be asked to say at least one sentence about the story and then the next child can continue in a sequential manner. The whole group will get involved and become better listeners with more concentration as they must speak next.
• Children can be asked to suggest title(s) for the story, which may tell the teacher how the children have interpreted the story.
• The same story can be narrated again with minor differences with children being asked to spot them.
• Children can be asked to choose any one character from the story and describe some positive and negative aspects of the character, if applicable. There’s a high chance that they may try relating those characters to their own life experiences.
• Children can be asked to dramatize and play different characters in the story.
• Children can be given a version of the story with few blanks in the text, and then can be asked to fill those blanks with suitable words. This task can be made easier by providing a list of words.
• A few key lines or repeated words can be chosen from the story and children can sing them like a poem.
• A true/false game can be played based on some incidents/characters from the story.
• A group activity can be devised. For example, every group can be asked to discuss and write their version of the story.

Sample assignments
In a nutshell, the entire process of storytelling can be enriched by leveraging the creativity of the storyteller, performing certain reflective activities to get a direct or indirect feedback on the interpretations made by the children and then using the feedback to enhance the quality in future.

Utilizing storytelling in a structured and reflective environment paves the way to fresh ideas and better learning. A child should be sincerely engaged in the process of making sense of the stories told.

References
Dewey, J. (1997). In How We Think (p. 78). essay, Davar Publications.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. FEU.

The author has worked as a school librarian for several years and has a deep interest in reading and storytelling. She currently works as a college librarian. She can be reached at shavetaazad@gmail.com.