TOTAL PHYSICAL RESPONSE

TOTAL PHYSICAL RESPONSE

What Is TPR?

"Babies don't learn by memorizing lists;

why should children or adults?"

from a lecture by Dr. Asher at Cambridge University, England

---

IT’S ALL IN THE WAY WE LEARN...

TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth - including the sign language of the deaf. The process is visible when we observe how infants internalize their first language.

The secret is a unique "conversation" between the parent and infant. For example, the first conversation is a parent saying, "Look at daddy. Look at daddy." The infant's face turns in the direction of the voice and daddy exclaims, "She's looking at me! She's looking at me!" Dr. Asher calls this "a language-body conversation" because the parent speaks and the infant answers with a physical response such as looking, smiling, laughing, turning, walking, reaching, grasping, holding, sitting, running, and so forth.

Notice that these "conversations" continue for many many months before the child utters anything more intelligible than "mommy" or "daddy." Although the infant is not yet speaking, the child is imprinting a linguistic map of how the language works. Silently, the child is internalizing the patterns and sounds of the target language.

When the child has decoded enough of the target language, speaking appears spontaneously. The infant's speech will not be perfect, but gradually, the child's utterances will approximate more and more that of a native speaker.

Children and adults experience the thrill of immediate understanding when you apply this powerful concept in your classroom. To discover how to do it step-by-step, take a look through our TPR catalog of Books, Games, Teacher Kits, Student Kits, and Video Demonstrations.

Total physical response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages. The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement. TPR is primarily intended for ESL/EAL teachers, although the method is used in teaching other languages as well. The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.

Classroom usage

In the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game such as Simon Says or may involve more complex grammar and more detailed scenarios.

TPR can be used to practice and teach various things. It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teach imperatives and various tenses and aspects. It is also useful for story-telling.

Because of its participatory approach, TPR may also be a useful alternative teaching strategy for students with dyslexia or related learning disabilities, who typically experience difficulty learning foreign languages with traditional classroom instruction.

According to its proponents, it has a number of advantages: Students will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. TPR is aptitude-free, working well with a mixed ability class, and with students having various disabilities.It is good for kinæsthetic learners who need to be active in the class. Class size need not be a problem, and it works effectively for children and adults.

However, it is recognized that TPR is most useful for beginners, though it can be used at higher levels where preparation becomes an issue for the teacher. It does not give students the opportunity to express their own thoughts in a creative way. Further, it is easy to overuse TPR-- "Any novelty, if carried on too long, will trigger adaptation."It can be a challenge for shy students. Additionally, the nature of TPR places an unnaturally heavy emphasis on the use of the imperative mood, that is to say commands such as "sit down" and "stand up". These features are of limited utility to the learner, and can lead to a learner appearing rude when attempting to use his new language. Of course, as a TPR class progresses, group activities and descriptions can be used which continue the basic concepts of TPR into full communication situations.

SKINNY FAT...

SKINNY FAT...

VOA Indonesia melangsir_Baru-baru ini warga Amerika di kejutkan dengan salah satu artikel dalam surat kabar The Wall Street Journal yang menulis tentang hasil penelitian baru-baru ini oleh Klinik Amerika Terkemuka, Mayo Clinic.

SKINNY FAT/kurus tapi gemuk adalah ketika seseorang punya berat badan ideal berdasarkan Body Mass Index atau BMI dan memang terlihat kurus, namun mempunyai proporsi lemak tubuh yang relative tinggi.seseorang

Mereka mengatakan meskipun anda mungkin mempunyai berat badan normal, namun lemak dalam tubuh anda bisa menimbulkan masalah-masalah kesehatan yang sama dengan orang kegemukan atau obis. Dalam saluran televisi NBC, Joy Bower ahli nutrisi dan kontributor untuk acara The Today Show menjelaskan apa itu SKINNY FAT. Memang kurus dan gemuknya sering kali juga karena adanya faktor gen, bukan karena pola makan atau olahraga. Menurut Bower hal itu yang membahayakan, terutama pada orang yang secara genetika terlihat kurus. Bower menambahan semua orang harus memprioritaskan kesehatan mereka. Salah satu caranya adalah dengan mengunjungi dokter secara teratur untuk mengetahui hal-hal seperti kadar kelesterol dan tekanan darah kita, karena hal-hal tersebut merupakan cara yang mudah untuk tahu apa yang sedang terjadi pada tubuh kita.

Jadi ingat, meskipun mungkin kita terlihat sehat dari luar itu belum tentu benar tanpa menjalani gaya hidup sehat.jangan lupa olah raga secara teratur serta menjaga pola makan and. Dan lain kali jika anda sedang berada di atas timbangan dan melihat berat badan anda mungkin baik-baik saja tapi, tunggu dulu jangan-jangan anda terkena SKINNY FAT/ kurus tapi gemuk.

JANGAN anggap sepele Menahan BERSIN

JANGAN anggap sepele Menahan BERSIN

Tahukah kalian bahwa ternyata menahan bersin itu berbahaya , bersin memang kadang disaat-saat tertentu sangat mengganggu aktivitas kita, bersin bisa datang kapan saja bahkan saat kita sedang berada dalam situasi yang penting contohnya sedang presentasi biasanya kerap kali bersin datang secara tiba-tiba.

Meskipun sangat mengganggu aktivitas kita, namun saya sarankan untuk tidak menahan bersin, karena beberapa penelitian menahan bersin akan mengakibatkan hal-hal buruk terjadi pada tubuh kita.

Mungkin beberapa orang pernah menahan bersin dengan menutup hidung mereka sehingga bersin pun menjadi hilang, namun fakta membuktikan bahwa menahan bersin justru menjadi masalah jika dilakukan secara terus-menerus. Tahukah kalian kecepatan bersin yang dimiliki manusia adalah 161 km/jam, terbayang bukan kecepatannya seperti apa!

Jika seseorang menahan bersin dengan kecepatan tersebut secara tiba-tiba hal ini tentu akan mempengaruhi fungsi tubuh dan menyebabkan kuman yang akan keluar dapat masuk kembali kedalam tubuh.

Beberapa bahaya yang bisa timbul karena kita menahan bersin menurut Dr. Michael Roizen :

1. menyebabkan patah tulang pada tulang rawan hidung mimisan

2. pecah gendang telinga

3. gangguan pendengaran

4. vertiga, dan

5. retina yang terlepas atau emfisema.

Mengapa hal ini dapat terjadi ? karena tubuh kita berusaha menahan kecepatan dari bersin yang tinggi dan tiba-tiba, dan umumnya cedera yang timbul mempengaruhi struktur bagian dalam kepala.

Nah,,,sekarang udah tau kan bahaya nya menahan bersin. Saran saya adalah hindari menahan bersin, jika memang keadaan tidak memungkinkan diusahakan bersin ditutup tissu atau kita bisa permisi untuk bersin sebentar.

Semoga puas dengan saran saya.

SKINNY FAT...

SKINNY FAT...

VOA Indonesia melangsir_Baru-baru ini warga Amerika di kejutkan dengan salah satu artikel dalam surat kabar The Wall Street Journal yang menulis tentang hasil penelitian baru-baru ini oleh Klinik Amerika Terkemuka, Mayo Clinic.

SKINNY FAT/kurus tapi gemuk adalah ketika seseorang punya berat badan ideal berdasarkan Body Mass Index atau BMI dan memang terlihat kurus, namun mempunyai proporsi lemak tubuh yang relative tinggi.seseorang

Mereka mengatakan meskipun anda mungkin mempunyai berat badan normal, namun lemak dalam tubuh anda bisa menimbulkan masalah-masalah kesehatan yang sama dengan orang kegemukan atau obis. Dalam saluran televisi NBC, Joy Bower ahli nutrisi dan kontributor untuk acara The Today Show menjelaskan apa itu SKINNY FAT. Memang kurus dan gemuknya sering kali juga karena adanya faktor gen, bukan karena pola makan atau olahraga. Menurut Bower hal itu yang membahayakan, terutama pada orang yang secara genetika terlihat kurus. Bower menambahan semua orang harus memprioritaskan kesehatan mereka. Salah satu caranya adalah dengan mengunjungi dokter secara teratur untuk mengetahui hal-hal seperti kadar kelesterol dan tekanan darah kita, karena hal-hal tersebut merupakan cara yang mudah untuk tahu apa yang sedang terjadi pada tubuh kita.

Jadi ingat, meskipun mungkin kita terlihat sehat dari luar itu belum tentu benar tanpa menjalani gaya hidup sehat.jangan lupa olah raga secara teratur serta menjaga pola makan and. Dan lain kali jika anda sedang berada di atas timbangan dan melihat berat badan anda mungkin baik-baik saja tapi, tunggu dulu jangan-jangan anda terkena SKINNY FAT/ kurus tapi gemuk.

The Community Language Learning (CLL)

Community language learning (CLL)

Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed.

Background

The CLL method was developed by Charles E. Curran, a professor of psychology at Loyola University.This method refers to two roles: that of the knower (teacher) and student (learner). Also the method draws on the counseling metaphor and refers to these respective roles as a counselor and a client. According to Curran, a counselor helps a client understand his or her own problems better by 'capturing the essence of the clients concern ...[and] relating [the client's] affect to cognition...;' in effect, understanding the client and responding in a detached yet considerate manner. To restate, the counselor blends what the client feels and what he is learning in order to make the experience a meaningful one. Often, this supportive role requires greater energy expenditure than an 'average' teacher.

Methods

Natural Approach

The foreign language learner's tasks, according to CLL are (1) to apprehend the sound system of the language (2) assign fundamental meanings to individual lexical units and (3) construct a basic grammar. In these three steps, the CLL resembles the Natural Approach to language teaching in which a learner is not expected to speak until he has achieved some basic level of comprehension.

There are 5 stages of development in this method.

1. “Birth” stage: feeling of security and belonging are established.
2. As the learner’s ability improve, they achieve a measure of independence from the parent.
3. Learners can speak independently.
4. The learners are secure enough to take criticism and being corrected.
5. The child becomes an adult and becomes the knower.

Online Communities

A new wave of Community Learning Languages have come into place with the internet growth and the boom of social networking technologies. These online CLLs are social network services that take advantage of the Web 2.0 concept of information sharing and collaboration tools, for which users can help other users to learn languages by direct communication or mutual correction of proposed exercises.

References

1. ^ Richards, Jack C. (1986:113) Approaches and Methods in Language Teaching
2. ^ Richards, Jack C (1986:138)
3. ^ Krashen, S.D., and Terrel, T.D. (1983). The Natural Approach: Language acquisition in the Classroom.

• Richards, Jack C. (1986:113) Approaches and Methods in Language Teaching
• Krashen, S.D., and Terrel, T.D. (1983). The Natural Approach: Language acquisition in the Classroom.