What is TPR?

I call this stress-free language learning tool, the Total Physical Response, known worldwide as TPR. Language-body conversations, the basis of TPR, is the most powerful tool in your box of linguistic tools. It will not solve all problems, but it will prepare your students for a successful transition to speaking, reading and writing. It has stood “the test of time” for over 50 years in thousands of language classrooms worldwide.

Here is a selection of related articles:

The Total Physical Response: A review of the evidence
By Dr. James J. Asher

TPR: After forty years, still a very good idea
By Dr. James J. Asher

The ABC’s of TPR
By Dr. Francisco Cabello

TPR Storytelling Guide

A Simplified Guide to TPR Storytelling for Students of All Ages
by Dr. Francisco L. Cabello – Concordia College Moorhead, Minnesota

Author of “The Total Physical Response in the First Year”

“I would like to share with you my successful experience with storytelling. To illustrate, I am using the very first story called the Hungry Dog that appears in the marvelous books called TPR Storytelling by Todd McKay. The pattern will also work for Blaine Ray’s Look, I Can Talk books or stories that you create yourself.”

 

Withdrawal from Grammar

Withdrawal from Grammar – Translation to TPR: A Personal Testimony
By Mary J. G. Harris – 
Spanish-English Instructor at Fairfield High School

“TPR, the Total Physical Response teaching strategy, has been mentioned in language learning circles enough for instructors to know that is not a mind-altering drug; however, it is mind altering. It has caused a radical change in how I teach beginning Spanish.”

How our children REALLY learn

Einstein Never Used Flash Cards: How our children REALLY learn and why they need to play more and memorize less
by James J. Asher

“The clever title of this book is irresistible, but there is a problem asking a professional psychologist to review a book with experimental results written for a lay audience. I find it impossible to evaluate those experiments because the writers simplify with conclusions such as this: (p 173) “The first few years of schooling appear to be built on a firm foundation of children’s emotional and social skills… children who have difficulty paying attention, following directions, getting along with others, and controlling their negative emotions of anger and distress do less well in school.””