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Comments from Teachers




What Teachers are saying about TPR:

I retired a few years ago after a successful career applying TPR with students of all ages learning Spanish. It may surprise you when I tell you that one measure of my success was the complain by parents that their child was coming home every day giving “orders" in Spanish to brothers and sisters and even the parents. That tells me everything I am doing in the classroom is working. The other measure of success is complaints from other teachers that my students are having too much fun. My colleagues said, "If my students are enjoying the classroom experience, there must not be much learning going on.” Leonard

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I’ve been using your book, Learning Another Language Through Actions, for my first and second year Spanish classes at a San Diego high school. My students are really responding with enthusiasm and having more and more fun every day. I can’t wait to go to work everyday. I am curious as to how TPR works in teaching math. I look forward to reading your new book, Let’s Make Sense of Mathematics. So, I just want to thank you and tell you how happy I am with this approach. I know I am giving my students meaningful language input that will gracefully usher them into speaking, reading and writing. Reyna

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We teach English in a mission school in China. At first, we could not get any of the Chinese teachers to even look at TPR books. They had been taught by British teachers in an English prep school and believed the only way to learn is memorizing lists of words and repeating sentences.

Finally, I took Dr. Francisco Cabello’s book and “ordered” a teacher to follow the script word-for-word from chapter one - and she was shocked to see her students suddenly “come alive.” The students were comprehending vocabulary and short sentences so fast, the teacher had difficulty keeping up with them.

Amazing. The next day, the teacher used the second lesson’s script. Teacher and students were delighted. The third day, the other teachers in the school attended the class to observe and take notes. By the end of the week, TPR had become the standard for beginning English classes. Thanks. Janice and Richard

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The TPR approach and teaching materials are very much needed in Northern Canada to help children with on-line remote learning, especially the TPR Student Kits, which are ideal for virtual learning. Agnes

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My name is Yinyan Huang. I have been teaching Mandarin Chinese to elementary and middle school students with TPR. Just wondering if you have a plan to develop those wonderful TPR Student Kits in Mandarin?

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For a number of years already, your Total Physical Response (TPR) approach is by far my best tool in teaching the English language to Israeli Hebrew pupils. They love the lessons, and I love teaching them even more. I thirst for more and more ideas., Shelley

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Really enjoy TPR. Have been using it for many years now...works beautifully. Betty

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We are using your TPR lessons for our Hebrew teachers and finding that the teachers and the children love this way of learning. Lisa, Temple Shalom

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I am teaching at the National University of Education in South Korea as an second language learning instructor. Last week, my student teachers presented lessons to demonstrate your TPR approach and the class became so lively and energetic, they wanted to know all about TPR. Thank you for all your research. Sincerely, Lee

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About your TPR Student Kits. I tried them with Arab students learning English and everyone was very excited with the concept of 'doing something' to learn a language instead of just memorizing words.

I gave them directions in English for this demonstration such as, "Move the sun above the house. Place the house in front of the lawn.” I did similar instructions with "Place the man behind the car, I was amazed at how fast they internalized the directions, not only vocabulary and grammar but connecting words such as “on- off, over- under, in front of- behind, up-down, open-close, etc. I plan to continue with the kits as a powerful tool in my linguistic tool box. Thank you. Jeff

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I am excited to find your site but disappointed at the same time. As a Mandarin Chinese teacher, I like the TPR approach very much. Why don't you have anything for the Mandarin teacher and students? Thanks! You have a wonderful website! Yinyan

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I’ve failed basic algebra a couple times over and I feel that no matter how many times I sit through the same math class, I’m just not going to understand with the conventional teaching methods used to train left-brained righty’s. Also, I am taking exams to join the military soon, and their tests are heavily math-based. Are there any books or teaching aids that could possibly help me in my learning style understand math concepts better? Is there any way to teach a right-brained student algebra? Or better…is there any other way to teach algebra besides scrambling a bunch of letters, numbers, and Greek symbols together in chaos on a white board? Nicole
"Hey, Nicole. Two books may be a big help: Let’s Make Sense of Mathematics and Let’s Make Sense of Algebra. "

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I was one of those 10% grammar learners so it was with great trepidation that I started TPR and surprised that it was wildly successful. Of course, I can tell by your website that there is the right and left brain activity going on and in addition, the kinesthetic kids who are about 10-15% of Oregon kids learn much better this way. In fact the listening and then doing appeals to the auditories as well. Great that you are still doing such a good job. William

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I started using TPR right after your demonstration in Arabic and Spanish, and it worked like a charm in high school Spanish. I later was asked to demonstrate TPR around Oregon at seminars and even at the University of British Columbia. Thanks, William, Bangkok Thailand

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I discovered TPR a few years ago, purchased several items from your website, and did experiments with it in my language classes as I learned for myself how to use it. Even after these tentative experiments, I'm impressed with what a powerful and enlivening technique it is, and I'm looking forward to making fuller use of it next year. By the way, the language I teach is Latin! Last year, I started the year by having students with TPR. Not only did they internalize the vocabulary and grammar with astonishing ease, but we all had a great time doing it. We still used some TPR as prep work for readings, but I've decided I'd like to use it much more thoroughly this coming year than I did last year or the year before. Yours, Rick

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I first learned TPR from you doing an Arabic workshop in Bemidji, Minnesota. It was the middle of January and it was cold. My entire teaching career took a different, less traveled path from having had this experience. I tell my personal account of that January in Minnesota when I do TPR workshops. I’m so glad that you will be teaching “classical” TPR at ACTFL. As I work with TPR Storytellers, I see that they need a more solid foundation in classical TPR. Even “traditional” textbook teachers still do not see the vast variations and applications of TPR. Gracias, Jan

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I have my PhD in linguistics at the University of Tehran and I have published books and papers and taught languages for the past 12 years at university, elementary, secondary levels and preschools. I am currently working as director of Neshat language program in more than 15 centers at preschools in Tehran. Inspired by your research with TPR, we developed 2000 colorful games that integrate the motor development of children with second language learning. Kamran

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From the first pages of your book, I knew that I was encountering some powerful basic principles about language learning. I founded a German program in a local school district, with TPR at the centerpiece of our instruction. You will not be surprised to learn that students were engaged, delighted, and successful in acquiring language! I believe that the overwhelming success and engagement that TPR facilitated led to a strong interest in German in our district and as it has grown, we now have 7 German teachers in 5 buildings, with German language beginning in the 6th grade. Our program is possibly the largest in Iowa and continues to grow and thrive. This success would not have happened, I am sure, without your dedicated research, as well as your work in communicating your findings to language teachers over the many years of your career. Teachers are seeing the powerful benefits of pairing language with movement--the immediate understanding, and the long-term retention that results. Recently, I was at a neighborhood party, when a young man said, “Didn’t you teach German? I think I had you as a teacher, but I don’t remember any German.” I said to him, “What if I told you, ‘Steht auf!’?” He said, “Doesn’t that mean,’Stand up?’” We went through more of the commands that he had learned with TPR ten years before that time (with no subsequent German learning!) and his retention was about 80%! This thank you to you is much belated in coming, Dr. Asher. I have a son who is also a researcher and so I appreciate very much the kind of painstaking work that goes into the studies such as those you carried out. The fact that you produced such a solid basis of evidence for the efficacy of the TPR approach is of great value to me as I continue to advocate for and to disseminate your work to the next generation of language teachers. Susan

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I met you briefly at the South Eastern TESOL conference a number of years ago in Myrtle Beach, South Carolina. I just wanted you to know it was a big thrill for me! I still remember much of what you told us in your plenary and in your presentation. I was lucky to have been picked as one of the participants in your demonstration using Arabic and Spanish I had already been a TPR user for many years, but it was great to see you, meet you, and hear your wonderful thoughts about teaching and life. Thank you! Your fan, Liz

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I am a middle-school Spanish teacher in Helena, Montana. I am remiss in not writing earlier to thank you for coming to Montana last October. Thank you for coming. I also owe you a huge thanks for originating and researching TPR. For me it has been a complete change of thinking (and teaching) on the topic of language acquisition. You said something in your book that caught my attention: if someone were to have a warehouse full of movie sets with a ton props, he or she could make a fortune teaching languages. I have an idea how this could be done and was hoping you might be willing to consult on a project. In any case, I want to repeat my sincere thank you for TPR and look forward to reading your latest book. Thanks, Erik

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Our Christian school, in Westlake Village, California is a huge proponent of TPR in teaching its language courses. We are beginning an online program next Fall for full-time students around the world. Do you believe it is possible for TPR to be used in conjunction with an online class to teach languages remotely. Thank you. Vicki C.
"Vicki, the answer is, Yes."

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From here in Brazil, I graduated this year from the university with a major in Portuguese and English. I'm very happy because I used your theory and methodology in my thesis. My final paper got excellent reviews. Thank you for your great contribution to society.You are the Best. Thoughtfully and Proudly. Dirceu.

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While I was in the military, I graduated from the 12 month Arabic program at DLI (Defense Language Institute) in Monterey, California. This is perhaps most famous language learning program in the world and the instruction is “classical,” meaning left brain, with “listen and repeat after me, memorize this dialogue, translate this paragraph, and let’s analyze the grammar point for the day." One day, the Arabic instructor announced, “Now we will try TPR.” I was excited because I had heard of TPR. The instructor uttered “wa’if” and we followed him by standing up. Then, Ooid” and we followed him by sitting down. He did this fifteen times, then said, “Now we will get back to real language learning.” Wow! Bill

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Making the transition from classical TPR to TPR Storytelling can be smooth if teachers followed a tip from Dr. David Wolfe, who was a supervisor of foreign language instruction in a large school district. “Before you tell any story in a foreign language, prepare your students by extracting every element that can be internalized with classic TPR such as nouns, adjectives, verbs, and prepositions. If you TPR these elements before telling the story, your students will enjoy immediate understanding of the story without struggling. From there, you can make a graceful transition to students telling the story.” Emily

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I do not understand why college and university professors continue recommending left brain “methods” to student teachers when the scientific evidence demonstrates that these traditional left brain “methods” do not work for most students of foreign languages. Why not prepare student teachers with “right brain” approaches that are successful for more than 94 percent of second language students? Examples: TPR, the Silent Way, and Tan Gau. Mary

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I am an American teaching English with TPR to children in Mongolia I feel a little sheepish telling you this, but I became jealous of the students because they are learning English so fast ---they are “gulping” down the English faster than I can keep up with them. I wanted to learn Mongolian as fast as my kids were learning English, so I organized a small group of native English speakers who are now enjoying TPR classes in Mongolian. Just thought you might like to know. Matt

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I am a middle-school Spanish teacher in Helena, Montana. I am remiss in not writing earlier to thank you for coming to Montana last October. Thank you for coming. I also owe you a huge thanks for originating and researching TPR. For me it has been a complete change of thinking (and teaching) on the topic of language acquisition. You said something in your book that caught my attention: if someone were to have a warehouse full of movie sets with a ton props, he or she could make a fortune teaching languages. I have an idea how this could be done and was hoping you might be willing to consult on a project. In any case, I want to repeat my sincere thank you for TPR and look forward to reading your latest book. Thanks, Erik

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I work as a volunteer in teaching English to Hmongs and Laotians with TPR in Eureka, California. It is extremely rewarding. Thank you. Fran

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We are a home-schooling family who have tried several strategies to help our kids learn Greek and Spanish. Nothing has been as effective as TPR. Even my son who is almost three responds quickly to spoken directions in Spanish, and amazes us by calling out some of his body parts on Spanish. Our five- year- old daughter is taking in as much as we can give her in both Greek and Spanish. Thank you. Diane from Trinidad, California

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I have personal experience with various teaching methods for ESL and it is obvious to me that Asher’s Total Physical Response (TPR) is the “gold standard” of language learning. Kristina

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I have to tell you that I am shocked that my students of French retained 90 percent after the three month summer vacation. My students have so much self-confidence, they want to speak and control the class from our very first meeting of French 2.

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New students joining the class for the first time were surprised. They had experienced traditional foreign language instruction such as “Listen and repeat after me,” “translate this paragraph” and “memorize these verb endings.” The new people commented, “ I wish I could speak as well as those guys so that I could give commands.” Ana Maria

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The more I work with TPR, the more enthusiastic I become and the more ideas I get for using it. So far I have given forty class hours using TPR. My students love it! They have hopped, jumped, cried, throw water at the chalkboard, flown like birds and swum around the class.

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Anyone looking in the window would surely wonder about my sanity, but my students have acquired more English than previous groups learned in a hundred class hours of traditional instruction. I have not entirely thrown out structural drills but they are an auxiliary feature of the class. Stephen from Brazil

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I have been using the Total Physical Response in my beginning Spanish class for five weeks. It has been impressively successful---and it has been the most exciting teaching in my thirteen years career. Thank you. Contee from Berkley, California

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I spend the first ten weeks of my French I class doing TPR exclusively. Their comprehension level constantly astonishes me. I have been able to throw in structures they have never heard, combined with know vocabulary, and obtained the desired result.

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We have begun some “reading,” using known commands and some Level 1 questions that require yes or no answers or one word answers. I get immediate correct responses. Linda from Youngstown, Ohio

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They are learning so fast, I cannot keep up with them. Vickie from Yakima, Washington

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I read your book, Learning Another Language through Actions, and it is very exciting. I have taught ESL for thirteen years at all levels, and I have been using TPR. Yes! It does work, and it is fun---especially for adults who have worked hard all day and the attend night classes. My classes are always well- attended because they are not bored, and neither am I. Isilda, from North Dartmouth, Massachusetts.

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My classes are Japanese Senior High School students with at least three years of incredibly boring grammar- based “left-brain” read and write English. They also have the handicap of hearing ”Japanized “ English from teachers who have never been in an English-speaking country. After reading your book, I tried TPR and am really surprised that the class “came alive.” I am inspired to continue on. Richard from Osaka, Japan

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I worked with kids from 8 to 18 in Nicaragua this summer and with workers from a farm camp the summer before ---and the experiences were a great success! Thanks. Kathy from Eugene, Oregon.

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Comments from English- speaking second graders in Albany, New York who never had a French lesson: Just learned so much about French and how easy it is to learn it. At first I was worried about what it would be like, but then Diana started talking and I could understand every word she said! It was so easy! I just learned six colors and numbers and it was so easy. Now I can say lots of things in French. Maggie, age 7 ½.

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Today I had my first French class. I was scared for a few minutes but it was fun working with partners. I learned six colors and numbers. I worked with Yolda, my friend. It was great and I love your method T.P.R!!! Me and my partner really understood. Todd, age 7.

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Today I had my first French lesson and I was scared and nervous at first and then at the end I felt proud. It was pretty easy and fun. Katie, age 7

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When I first heard that we were going to learn French, I was scared. But when I heard the words I just new the words. Jamie, age 8

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This method is very good. I could understand the colors and the numbers. This is the best method I have ever heard of. I felt very proud of myself. I thought it would be hard but it was fun. I think this would be a great method to teach foreign languages with. Erin, almost 8

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The T.P.R made me feel good. I am proud of myself. At first I thought you were crazy but after I tried the T.P.R I was amazed. I feel like if I went to France I could speak their language. Zac, age 7

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I felt our teacher was being a little silly at first because we never heard a word of French before, but I started to enjoy it. We knew what she was saying. Elizabeth, Age 8

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When I heard the French I really understood it. I just felt as though I always had known French. I felt proud. I felt good that I could speak a little French. I also think it is a nice language. Robby, age 7

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There were many numbers. I was very proud about how good I was. I worked with my partner. He told me I was good. Philip, age 7

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Today was our first French class. I wasn’t scared at all. I knew I would not have to say a single word. I felt very proud. It was really fun. I made no mistakes because of the new method. When I finished, I was proud and happy. Liam, age 8

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When Diane taught us a little French it was fun. I learned six numbers and six colors. I feel proud of myself. I thought I could never do it. I am very proud and I am also glad I learned some French. Emily, age 7

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Today Diane taught us some French. I feel like I was really smart when I knew what Diane was saying. It was fun. I loved it. I am going to try it at home. I learned so many French words in just 45 minutes. I will never forget what I learned today. Sabrina, age 7

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I could understand every word! I never thought I could learn twelve words in French, not even three! Every second I felt proud. It’s so easy to learn using this method. From the very start I could understand every word Diane said in French---blu, vert, nwar, violet, orash, ruush… Alison, age 8

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At first I thought that this was really hard. But then I realized that I was learning French without effort. I feel really proud of myself. I did not feel like a dummy….It is easier than you think. Yalda, age 7

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I loved when Diane taught us to speak French without talking. I hope my teacher, Diane does some more. When my Dad tries to teach me a different language, I’m always terrible… Now I feel proud. Sarah, age 7

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I feel really good because I know how to spell oui in French and to say it….I did feel a tiny weeny bit nervous but I was brave enough. I kept on thinking inside me that I was proud… Sarah B., age 7

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Today I had my first French lesson. I liked it so much because of that TPR. If I were rating this with my Hebrew class, I would like this much better. Isaac, age 7

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