Pages: 224 Price: $34.95 ISBN: 978-0-275-99204-0
Acting Lessons For Teachers: Using Performance Skills in the Classroom attempts to encourage all teachers to integrate performance strategies into their teaching to create a more effective learning environment, expand their teaching methods and gain confidence. Tauber and Mester examine the skills of actors and make comparisons with skills needed to be an effective teacher and communicator.
Differences in teacher's communicative styles do impact the degree to which students learn and learn meaningfully. This is something all teachers can learn and use to accomplish that universal teaching goal. By adopting some creative verbal and nonverbal techniques, we can help more students learn more in all levels and types of educational settings. The techniques we recommend are found in the world of the actor (p. 3).Tauber and Mester divide the book into three parts — Background, Acting Lessons and Epilogue — and organize the chapters with introductions, explanations of topics, a summary of each chapter and ERIC resources. The main goal of the text is for teachers to "develop acting skills that can help them communicate better" (p. 6).
The Background section presents research on performance skills and describes specific skills to be an effective teacher/actor. Chapter 1 reminds teachers that passion and enthusiasm will permit "greater student achievement" and "effective teaching across all disciplines, all grade levels, and all categories of students" (p. 7). Teacher passion and enthusiasm is contagious and "the process is reciprocal and non-reflexive as we build on another's enthusiasm and passion of the subject matter and for the learning process" (p. 10).
Chapter 2 introduces the "craftsperson's toolbox" containing the skills needed by a teacher to be effective in the classroom. The most important component is mastery of the subject area. "The evidence is clear: enthusiastic teachers, those who are expressive in their manner and method and who demonstrate mastery of their subject matter, do earn higher student evaluations" (p. 17). The toolbox also contains animation in voice, animation of body and creative use of classroom space to be used routinely by the teacher. Humor, role-play, use of props, suspense and surprise "are most effective when used less routinely in the classroom" (p.18). This section concludes with a review of "the educational foundations for the use of theatrical devices as teaching strategies" (p. 25). The authors lay out a broad discussion of research, educational theories and practical accounts of using acting strategies in the classroom.
The Acting Lessons are the essence of the text. Tauber and Mester take each tool and clearly demonstrate the techniques to become a teacher/actor. The authors give a thorough explanation, include illustrations, and dedicate a section of each chapter to student review. Each chapter examines one acting skill and relates the skill to its teaching counterpart. For example, chapter 4 explores "Animation in Body." Animation is identified as physical movement using facial expressions, gestures, posture and some nonverbal expressions that can be used everyday within the classroom.
Our attention to our physical behavior in the classroom is especially warranted because this generation of students has been attuned since birth to the visual rather than the aural medium. Many teachers have been heard to complain that television has had such an impact that students cannot seem to pay attention to material unless it is presented in a visually stimulating manner (p. 36).
Animation helps teachers get information across to their students in a more successful way than reading from a PowerPoint presentation. The authors point out that studies have shown "a teacher's nonverbal expression is positively linked to instructional effectiveness as long as that expressiveness is perceived as natural and is not excessive to the point of distraction" and "the more expressive teachers, within reasonable bounds of moderation, are better liked by their students. Thus, the students are more motivated to learnÓ (p. 36).
The authors indicate several behaviors to avoid. One is sending contradictory messages to students in the classroom, for example, a teacher tells the student she has time to answer but looks at her watch after a few seconds. Also, do not upstage a student; that is, do not walk, turn your back or write on the board when a student is speaking. Avoid all behaviors that will be distracting to students. Unfortunately, some habits are subconscious but teachers should try to be aware of these and replace them with more purposeful animation. Animation along with props can make a classroom more effective and conducive to learning.
Props, discussed in chapter 9, "set the stage,… provide context and character, …clarify information, … capture and hold attention … [and] make classroom material more memorable" (p. 96). Guidelines for using props include: rehearse with the prop before the class to confirm it is working correctly; display the prop instead of passing it around so distractions will not occur; use the props as visual aids, not lessons; and most importantly be sure the prop can be seen by the audience (p. 102-03). Props can illuminate a lesson and help students achieve a higher understanding of a topic, but should be used sporadically so as to keep the students' interest.
The Epilogue includes a summation of the teaching strategies presented in the book. Chapter 13 is titled "Behind the Scenes, Loosening Up, and Preparing for That Step across the Classroom Threshold." The authors emphasize the importance of preparation before the performance or lesson being taught. The chapter acknowledges that teaching is a difficult job to execute and provides bulleted advice on preparation. Chapter 14 addresses classroom management noting how acting skills can help reduce classroom discipline problems and produce a more positive working environment. It correlates the skills examined in chapters 4-12 with effective classroom management. The bottom line is "teachers get what they expect" (p. 158). Chapter 15, "Enthusiastic Teaching: A Conversation with Friends" focuses on educators ranging from elementary teachers to university professors who have implemented the acting teacher approach in their classrooms. Each educator discusses his or her approach to acting and their successes with acting strategies.
As an educator, I can relate to the topic of an actor teacher because I believe most teachers perform when teaching. The strategies in Acting Lessons for Teachers: Using Performance Skills in the Classroom are very applicable in classrooms across disciplines. I have used the strategies in the classroom, especially animation of the body, and voice. But, after reading the text, I understand more fully how I can hone my skills to be an effective communicator. I would highly recommend this book to pre-service or experienced teachers because the strategies can improve teaching throughout grade levels.
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