Story-Gami: a Combination of Storytelling and Origami

Combining Story-telling and Origami, the popular Japanese paperfolding, provides lots of educational advantages, language learning, and fun. For one thing, hands-on activities always have more advantage then theory, so the workshops are always done in such ways.


We had fun with 2 batches of kindergarten and elementary school teachers at Yayasan Penabur Jakarta, with a varied group at the Language Center, Borobudur University, At PEBO of Pakuan University, and some other places.

PGSD Atma Jaya University - Jakarta

Before started teaching at PGSD, I always had the idea that the students there were mature adult, a bit reserved and conservative. I was wrong. The enthusiasm of these youth to be teachers of Elementary schools amazed me. They are those students taking the English Teaching stream...

They seem to absorb whatever is taught wholeheartedly, and they are willing to do the assignments to their utmost. They are so voluntaring and ready to assist and support each other. Microteaching becomes so alive.

Teachers Preparation Sharing - Another Key to Successful Teaching

Sharing seems to be a word teachers need to popularize and to take into action.
Each head is aching when new semester starts, dreaming on a smooth creative teaching activities up to the end of the semester. However, spirit dies down with the growth of time.

What about working together during the semester break, preparing the whole semester upfront? Spare 2-3 days together, dividing the work, sharing and presenting the result, then compiling the work? Then, at least during the semester we can ease down the stress and work on our creativity.

Teachers at the Language Center of Malahayati University Lampung have started sharing with one another.

Creating Visual Aids

Visual Aids is a vital part in teaching English. The use of it should be learned and mastered by teachers.

The use of OHP is now forgotten with the existence of LCD. However, there we can actually still use it creatively to create charms for the students.

I learned from Karren Konnerth from Calliope Puppet, USA back in 2008. When I shared it with my students at Atma Jaya University, they were, too, amazed with it.

Story Telling in Its Many Forms

Story Telling is an must for teachers of young learners. There are thousand of ways to present the stories, also in involving the students to take part in the process of telling the stories itself.

Teaching and giving training on the subject gave me chances to expand my own knowledge, ideas and skill in telling stories. Well, that's the art of sharing.

Young Learners: Tabularasa and Brain Plasticity

During the 2-day workshop in TEYL in Malang on May 1-2, one of the presenters underlined the theories of Children as tabularasa and the brain plasticity. That was why young learners learn things faster than adult.

Whether those theories are taken as myths or misconception, when it is regarding teachers, I think the most important things is the QUALITY OF INPUT. Since Teachers of young learners will be the first in introducing the foreign language, so if we refere to the tabularasa and brain plasticity, the input should be qualified. If not, then it will be a disaster to the following level teachers, say the high school teachers. Correcting the brain is NOT a simple thing.

During the workshop, I found out that YES, the teachers NEED to IMPROVE their COMPETENCE. There were some basic mistakes they made and yet they were in leisure fun and group activities, and they were reminded to consult one another to check their sentences so quality input was guaranteed.

See some examples in the pictures below. Now....what do we do? They were so confident in teaching English and..the quality...?

Jigsaw Reading for Young Learners - A Way to Enhance Cooperation

Jigsaw Reading for young learners? Is it possible?
Of course it is. Only, the teacher needs to prepare more, and needs energy along the activity to control and give support to the students.






First we divide a reading text into some parts, in accordance with the number of students in the group. Then we post all the parts on the wall, one is a distant away from the other.
We divide the students in groups and assign numbers within the group (or they choose who wants to be number 1, 2, etc.
Then each is assigned to read one part of the reading (on the wall), and return to the group to retell what he/she has read in turn. Then, after everyone get his/her part, another group task can be or should be assigned to assess the reading gist.