My name is Spyridon Iosifidis and I’ m teaching English Language at a Primary School, in IOS island, in Greece.

How did you learn about this technique?

I have quite often used this technique in my teaching. I use it a lot when introducing new grammar or vocabulary to the students.

What problems/conflicts/shortcomings did you have in the class that led you to investigate and start to apply the technique with your students?

I was trying to find interesting and and mind-captivating technique that is suitable for concentrating.

Where did you get the information on the technique?

I use different ways of informing such as websites and books but the most important is the experience I gain using this technique, multiple times.

Did you have any problems in implementing it and if yes which ones?

The only negative with this technique is that when used in mixed ability classes it can lead to distraction as less competent learners struggle to keep up with the flow of the story thus affecting their final understanding. To tackle this, I prepare the groups before implementing the technique and encourage peer teaching that helps less competent learners participate in the discussion with the help of more advanced ones.

What were the benefits you found when implementing the technique in the classroom?

This technique helps me to have a focused and amused, could tell, group though sometimes may be of different ages.

How do you evaluate the results of this technique in class?

By using the adequate preparation relevant to the learner learning maturity, this technique helps me to create an environment that attract my students, to be interested and focused too.

With beginners, I inform them beforehand that what they are about to hear has to do with the specific topic or theme I am interested in teaching them.  It is fascinating how concentrated they are and how enlightened they feel when they realise that what I have already prepared them to hear is right there in the story.

With more advanced learners, no information is given beforehand. After the story is finished, there is a guided discussion with questions, and it is right there and then that the learners are informed about the purpose of the specific storytelling.

• Level of ability: it serves better when you have students with similar ability level.
• Multiple age: if the story is well prepared is suggested to be used in a multiple aged group.