One of the aspects of my teaching style cited by my students as a real learning experience is storytelling. Storytelling has, of course, been going on for centuries, but only somewhat recently has it been recommended, even advocated, in the schools and taught in teacher preparation programs. Gordon (1978) reminds us that storytelling was used "as a means of transmitting important cultural, sociological and moral information from one generation to the next" (p. 6). This may have been referring to storytelling within a family, church or community environment, by why not within an educational situation? Stories may be used in the classroom for a variety of sound educational purposes.

When I teach Human Growth and Development in Wright State University's teacher education program, my students hear anecdotes and actual examples from the development of my six and eight year old children. Graduate and undergraduate students relate that my stories help them to remember the philosophies and theories which we study by providing them a visual picture. The students themselves, in turn, share examples of language and emotional development, the drive toward independence, etc. of children with whom they come in contact, whether at home, from their field experience or occupation sites. This sharing of real life events also provides the students with the encouragement to reflect on their own experiences growing up as femily members and as students. Reflecting on their own experiences can remind these future teachers of their own humanity and vulnerability. This opportunity often acts as a catalyst to help them better identify with the children they will teach.

In teacher preparation classes which cover such topics as behavior management, multicultural diversity and methods and materials, I share my memories of teaching children during the twenty some years that I spent in the classroom. My stories cover experiences in both self-contained regular and special education inclusionary settings, at both the elementary and secondary level. Again, we also share real life situations that are happening at home with my own children and with the children with whom they interact.

Using stories in teaching is more than just "I had a student in class who ..." and "Let me tell you about my grandchildren..". Stories should not to be used (abused) by the teacher only as "time fillers" nor by the students as distractors. As high school students, we knew that if asked our political science teacher about her trip to the Middle East, we were probably off the hook for one more day regarding the order of Presidential succession.

From the early childhood level through graduate school, stories can be told in the classroom not only to transmit information, give examples, portray ourselves as life-long learners, and admit our humanity by illustrating that we, too, make mistakes. In addition, stories can provide opportunities to apply new skills and even as a jumping off point to facilitate problem-solving and creative thinking.

In these days of high technology in the classroom, including video simulations, CD rom's, lazer disks, hypercard, and world wide web (all wonderful tools) let's not forget the power of the spoken word. Let's revive the personal touch so integral to good teaching. Let's share ourselves and our lives with our students. Now, go tell a story!

Gordon, D. (1978). Theraputic metaphors. Cupertino, CA: Meta Publications.