Embodied Pedagogy: Performative Teacher Development

Reflecting through Action

Carl Jung, the renowned psychologist stated that “we are what we do, not what we say we do”. This insight is particularly apt in teacher development where many teachers can ‘talk’ a great lesson but struggle to deliver one. One potent method to heighten awareness of our sense of self-identity involves reflecting on our behaviors in specific situations and activities. In my teacher development workshops, participants engage in various physical and imaginative activities, followed by reflections on their behaviour. This performative approach allows individuals to explore why they behave in certain ways, thereby elevating their understanding of their identity.

Metaphorical Transformations

This activity I call a transformation activity. When I say this to teachers, they assume it is something to do with grammar (transforming active to passive sentences for example). This isn’t about grammar; it’s an imaginative exercise borrowed from Alan Maley’s work on vocal activities. Imagine transforming yourself into an animal. By embodying this transformation, we aim to stimulate teacher creativity and imagination as well as build focus, concentration and a group rapport.

Procedure.

The facilitator explains to participants that they are going to transform themselves into an animal. A bird that comes out at night, has large eyes, can turn its head right around and is very wise. Elicit: an owl. Tell them this activity is dangerous and if they do not concentrate there are dangers of not transforming properly. Explain that the transformation to an owl is relatively straight forward but the problems occur transforming back again. Demonstrate how to do the transformation. There are a few simple actions and sounds that need to be completed as illustrated in the video.

Reflection.

?The interesting part is in the reflection stage. Ask participants how they felt doing the activity. They can discuss this in pairs or small groups. Many will say they felt uncomfortable, strange, resistant. Explain that young children do this kind of imaginary transformation all the time and very naturally when they play. Transforming into a soldier, a train driver, a monster without concern or from a princess to a witch to a frog etc. How is it that what comes so easily and naturally to children feels strange, uncomfortable and slightly weird to adults. This can often develop into an indepth discussion about how the norms of society forces people’s behaviour to conform. Explain that the power of drama is that it provides a way to unblock our imagination and develop the child within.

Evaluation.

Participants in their evaluations of this activity reflected on how it taps into teacher creativity and imagination. They emphasized the need for teachers to be performers in their classrooms, using role-play and acting to create an engaging environment. This activity encourages teachers to overcome fears of looking "ridiculous" and instead embrace the performative nature of teaching.

The Quest for Performative Skills

While cognitive skills are widely acknowledged, the significance of performative skills remains undervalued in education. Raising awareness through embodied activities that explore self, others, and context fosters meta-performative skills—enlightening educators about the performative behaviours influencing their teaching identity.

Exploration and Invitation

In the face-to-face workshops in July, we explore facilitation skills in teaching contexts, experiment with drama activities transferable to classrooms, and delve into the essence of being an ELT teacher. You can explore more insights on facilitation skills and drama in ELT through articles, lesson plans, and videos on my blog and YouTube channel.

Your Path to Growth

I invite you to join us on this enlightening journey of self-discovery and professional development. Embrace the transformative power of embodied pedagogy and immerse yourself in the realm of performative skills to elevate your teaching prowess.

As one of the participants from last year’s workshop attested: