Total Physical Response (TPR): Are You Actually Using It, or Something Else?
- Foreign Teacher
- Apr 4
- 5 min read
Updated: Apr 8
Introduction
Are you actually using Total Physical Response (TPR) in your classroom, or is it something else? Many teachers incorporate movement into their lessons, but not all movement-based teaching qualifies as true TPR. Understanding the core principles of TPR can help educators determine whether they are applying the method correctly or merely using gestures as a supplement. This article will explore what TPR truly entails and how to ensure it is implemented effectively in the classroom.
What is Total Physical Response (TPR)?
If we look at Total Physical Response and break it down, we can understand its meaning more clearly:
· Response – There must be an instruction conveyed and received, followed by a reaction from the learner in response to the communicator.
· Physical – The response is not solely verbal; it requires action and movement of the body to complete the response.
· Total – This is the most abstract part of the breakdown.
The Meaning of "Total"
"Total" implies a few interrelated understandings: whole-body movement, complete engagement, and holistic learning.
1. Whole-body involvement: “Total” suggests that learning is not just about speaking or listening—it involves the entire body. The learner doesn’t just repeat language; they physically act out a response. For example, if the teacher says “jump,” the student physically jumps, engaging their entire body in the learning process.
2. Complete engagement: A total response means full participation—mental, physical, and sensory. Learners are not passively absorbing information; they are actively involved in the learning experience.
3. Holistic learning: "Total" also reflects a comprehensive approach to language acquisition, where listening, comprehension, memory, and kinaesthetic activity come together as one unified learning method.
So, while "total" doesn’t necessarily mean that every response must involve the entire body, it does imply that language learning is most effective when it is fully embodied—not just spoken or heard, but physically acted out.
Evaluating TPR in Practice
Total Physical Response is a teaching approach where learners demonstrate understanding through whole-body movement. This allows us to evaluate its effectiveness by asking:
1. Was there a response?
2. Was the response physical?
3. Was the physical response total?
· If the student reacts to the message, then we can answer yes to question one.
· If the response satisfies the message instructions through movement and physical action, then the answer to question two is yes.
· If the physical response fully engages comprehension and memory kinaesthetically—without relying on voice alone—then the answer to question three is yes.
So, when we see movement-based teaching in classrooms, are we really witnessing Total Physical Response, or just a partial application of its principles?
Examples
Below are three different approaches to teaching a common lesson—teaching fruit vocabulary (nouns: apple/banana/oranges. Verbs: buy/cut/eat) —to examine whether they align with true Total Physical Response.
Example 1:
The teacher introduces new vocabulary using gestures. Each fruit (apple, banana, orange) has a corresponding gesture. As the teacher drills the words with the class, they use gestures to reinforce meaning. Later, when students struggle to recall a word, the teacher repeats the gesture, prompting them to say the correct word.
Reflection
· Was there a response?
Yes.
· Was it a physical response?
No. The teacher provided physical gestures, but students relied on verbal responses. There was a physical aspect in the prompt from the teacher, but not in the response from the students.
· Was it a total physical response?
No. It is unclear whether students understood the words or were simply mimicking gestures. Comprehension of the target language was not displayed.
Example 2:
The teacher introduces fruit vocabulary along with actions (eat an apple, chop a banana, buy an orange). Students respond to flashcards by miming eating, chopping, or buying while saying the phrase aloud.
Reflection
· Was there a Response?
Yes, but the response was prompted by flashcards, not to language.
· Was the response physical?
Yes. The students performed gestures, but the response may not naturally align with the language being learned.
· Was it a total physical response?
Comprehension of the action and meaning is still ambiguous, as students rely on images rather than true physical interaction. The gestures were not enough alone to convey meaning and required supporting by an oral response.
Example 3:
The teacher sets up a classroom activity where students listen and respond without speaking. When the teacher says “apple,” a student walks to a table, looks over real fruit or flashcards, and selects the apple. The teacher then instructs students to perform actions: “cut the apple,” “eat the banana,” or “buy an orange.” Students move to the appropriate station and physically act out each instruction without verbal cues. Students then work in groups and using prepared prompts, play “teacher” where they orally produce instruction, e.g. “Eat an apple” and the other group members select the appropriate fruit/flashcard and preform the action requested.
Reflection
· Was there a response?
Yes, and it was in direct response to verbal input.
· Was the response physical?
Yes, the students physically interacted with the objects and carried out the actions.
· Was it a total physical response?
Yes, comprehension was demonstrated through whole-body movement rather than verbal repetition.
Through this reflection, we can see that only Example 3 fully embodies Total Physical Response.
What is Gesturing?
Gesturing and TPR are often confused, but they are distinct.
· Gesturing is simply the use of body movement to express or emphasize something.
· Total Physical Response (TPR) is a broader language teaching method that uses physical movement to react to verbal input.
While gesturing can be a helpful classroom tool, it does not engage students in the same comprehensive way that TPR does. Understanding this distinction helps educators refine their methods and ensure they are truly harnessing the power of TPR in their teaching.
Why is TPR So Effective in China?
In Chinese classrooms, particularly at the preschool and primary levels, many students have little to no English exposure at home. TPR helps by:
Reducing pressure and anxiety: Students can participate without needing to speak right away.
Creating a fun, high-energy environment: Movement keeps young learners focused and motivated.
Improving comprehension: Associating words with actions makes them easier to remember.
Managing the classroom: Clear physical cues help guide behavior, making it easier to maintain attention and order.
Many training centers and kindergartens in China expect foreign teachers to use TPR—and often look for it during demo classes.
Final Thoughts
Total Physical Response isn’t just a technique—it’s a mindset. It’s about making language real, visible, and memorable. For ESL teachers, especially those working with younger learners, it’s an essential tool that helps build connection, comprehension, and classroom control from day one.
Interested in teaching in China?Visit foreignteacher.co.uk to explore job opportunities, visa guidance, and resources to help you thrive abroad.
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