2b. iii). Explain instances in which a teacher uses a story?
When does a teacher use a story?
A story can be used in R.E teaching and learning: as an introduction; where it serves as a set up for learners to be ready or attentive to the lesson; as an interlude to bridge a transition in teaching steps; to revive the flagging concentration of learners in order to channel them to a desired end; and lastly, as an end to reflect key points or forces in a lesson’s message, or the moral implications of the lesson.
When using story-telling in teaching and learning, the teacher should:
- Consider the age, individual differences, level and expectations of the learners.
- Ensure the story has an introduction, developmental stage and conclusion.
- Identify, select and introduce visual aids to be used at the right time.
- Plan what activities to involve the learners in either during the story telling session or at the end of the story.
For effective use of narration the following should be put in consideration:
- The relevancy of the narration to the content being taught.
- The use of simple and easy language.
- The use of gestures, facial expressions, movements, modulated Voice while narrating.
- Showing of interest in the story being told by telling it in natural, vivid way and with a sense of humour.
- The use of visual aids and bringing them in the presentation at the right time.
Given the role of religion in the war against HIV I AIDS one can create stories based on dangers of promiscuity (e.g. a brilliant school girl, a newly married couple and a father of 50 years conducting HIV I AIDS). The teacher can make use of stories in various communities which emphasized on character formation.