My blog will explain, elaborate upon, and demonstrate successful teachers’ use of the Touching the Spirit™ principles. Today’s focus is the practical use of Rhythm (in music, speech, and movement), Ritual (affirmations/ performances), and Recitation (oral performance/memorization).

IT’S ALL ABOUT RHYTHM

After observing me teach a demonstration lesson, one of the teachers asked me to explain how I seemed to always speed up the lesson — how the lesson moved along at a fast pace instead of the slower progression typically used with underperforming students.

I referred to the Touching the Spirit principles. “It’s all about rhythm,” I answered. Then I went on to talk about dynamic rhythm as a dominant cultural theme in African American and many other cultures outside the European group.

BRING BACK THOSE POWERFUL RECITATIONS

For many African American and other students who are used to a decidedly higher energy — verbally, physically, musically — infusing their lives at home and in their communities, the often low-key impact and slower pace of lessons in traditional curricula often fails to “touch their spirits” and excite their intellectual curiosity. When you speed up and enliven the presentation and communication, you utilize the rhythm and the dynamic aliveness that is often in the culture, and thus make more meaningful teacher-student connections.

As we know, especially in the past, when we look at many schools where African American students and teachers are the major ethnic group, we will find a focus on oral recitation e.g., affirmations, character building poetry, and other oral readings.

See what you think of this oral recitation/affirmation, I Stand Tall, and the effect it might have on students.

I STAND TALL

by Augusta Mann

I stand tall!

I stand tall!

Truth, justice, righteousness,
harmony, balance, propriety, and order.

I am confident, competent, conscious.
I am a valuable person contributing to the group.
My family, my community, my country
The world is waiting for my leadership.

I apply myself to my studies
and love and respect my teacher
and fellow students.

I will be the best that I can be.
The only standard I have is excellence.

I take pride in my work, pride in my school,
pride in my community,
pride in my family, pride in myself.
I will achieve!

Whether I’m a carpenter, a teacher,
a businessman, an athlete, a senator—

Leadership is my destiny!

I remember all the great ones who came before me,
inspired me to go forward and take up their legacy.

I am strong!

I stand tall!

I stand tall!

Picture a class of students proudly reciting this affirmation at an arts assembly where a large number of parents have gathered to see and hear their children perform poetry, music, dance, and dramatic readings.

Before they begin, one of the students, in a loudly projected, but sensitive voice introduces the performance. He explains how, one paragraph at a time, their teacher has led them through lively discussions about the meanings inherent in this recitation. “We talked about the meaning of ‘truth’ and ‘justice,’ ” he says, “what it means to be ‘a valuable person contributing to our group. We discussed ‘standards of excellence,’ our future work as adults, and those great men and women who paved a way for us to excel and to stand tall.”

He ends by asking the adults to “Please, listen as we tell you what it means to us to ‘Stand Tall’!”