When creating my method’s presentation, I selected the Total Physical Response Technique for introducing important landforms in the United States. The total Physical Response Technique “shows learners how to demonstrate comprehension by doing the appropriate physical action as a response” (Celce-Murcia, 214, pg. 9). This lesson will revolve around important geographical landforms that the students will need to know during the year. This lesson would be implemented for seventh grade U.S. history class with a small ENL population. There are many reasons why I chose this technique to use for this lesson. First and foremost, I believe that we need to give students time to get up and move around, not just for educational purposes, but because classrooms have been restrictive of movement and collaboration for a few years due to the Pandemic. Breaking away from the usual education methods that have become necessary is a great way to get students engaged and active in the classroom. Students and teachers alike are tired with the same mundane process that has taken over education during these trying times. Allowing students to get out of their seat, move around a bit, and interact with their classmates is something that will immediately gage students due to the past few years of education. On top of breaking away from the less than popular methods of teaching and learning nowadays, Total Physical Response has many benefits for students, especially the younger students who tend to have more energy than the older high school students. We need to give these students time to burn energy in the classroom while they are learning. Movement in the classroom has many benefits for students. The movement students do in the classroom will increase their oxygen and blood flow. In turn, this positively affects students “cognitive development, physical health, and mental well-being” (Abdelbary, 2017). Sometimes we forget that our students are still growing, even though they may act so mature nowadays at the middle school level. It is important that we allow students the opportunity to use that pent up energy for good rather than a distraction or the demise of their learning that day. Movement can also be important because it has been observed and recorded that “Many children are kinesthetic learners; They learn best through lessons that involve movement” (Celce-Murcia, 2014, pg. 143). It is important to always keep every student’s preferred learning style in mind when creating a lesson, however, many students tend to enjoy activities when they are up and moving (although it may not seem like it to begin with). Giving the students the opportunity to move around and create their own meaning to the vocabulary we are learning will create retention of the information and an overall more healthy student, as they are allowed to burn off that excess energy in the classroom to not impede their learning process. Allowing students to do and think about movements through visual representations, students will better understand what the word or topic is in a way that best suits them. Although I will give a way to model how it is done and my thinking behind it, giving students that creative freedom to come up with their own idea and share it with their peers may drive students to become more engaged. Movement can be silly and relaxing but, when implemented correctly, can create huge leaps in learning and understanding for many students. It is amazing how an action so small can create such a difference. References Abdelbary, M. (2020, November 30). Learning in motion: Bring movement back to the classroom (opinion). Education Week. Retrieved from https://www.edweek.org/teaching-learning/opinion-learning-in-motion-bring-movement-back-to-the-classroom/2017/08. Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National geographic learning.