Gestures help you learn faster – says the BBC!

Interesting post on the BBC today about how…

Waving your arms, wriggling your fingers and striding around a room can help you learn faster.

For a long time we’ve known how well it works withΒ phonics,Β language learning, things like telling the time and high powered business communicators (think CEOs, Presidents etc. who are always very deliberate with their body language), Β but it’s great to know it helps with other types of learning too.

Maybe other teachers might start joining us! πŸ™‚

Do let us know your thoughts in the comments!

P.S. Β Do check out the Tanzanian teachers below doing the gestures for Genki Phonics.Β ( I do have to update the main video on that page to emphasise the gestures more!)

Richard Graham

Hello, I'm Richard Graham. When I was a kid I found school to be sooooo boring... So I transformed my way of teaching. I listened to what the kids were really wanting to say and taught it in ways they really wanted to learn. The results were magical. Now I help teachers just like you teach amazing lessons and double your incomes!

5 Responses to “Gestures help you learn faster – says the BBC!”

  1. Hugo

    It’s definitely a great way to get the students more concentrated as well, yet, I find it very difficult to get the older kids engaged in the gestures. Is there a Ninja Tip for it ?

  2. gumby

    Sign language or simple hand gestures can be just as effective. Sometimes I do the gestures and have students say what I gesture. I vary the speed which really gets them to pay attention. It works much better that saying and repeating orally.

  3. Drew Smith

    Now I have more reason to jump around waving my arms in Genki English Song time! YEAH!!!!

  4. Susan K

    Another advantage is that it gets the students’ attention more easily and usually makes them smile! πŸ™‚ Plus, it gets oxygen circulating, which is bound to improve learning (and increase endorphins for a happier learning experience). I can’t see how it can be detrimental, really.

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