Bedside manner in (pronunciation) teaching: the BATHE protocol

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Sometime the doctor-patient metaphor does work in our work!

Recovering from recent surgery here at home, and especially recalling the wonderful way that I was treated and prepared prior to the operation by the nurse in pre-op, this study, "Inpatient satisfaction improved by five-minute intervention," summarized by Augusta Free Press, published originally in Family Medicine by Pace, Somerville, Enyioha, Allen, J, Lemon and C. Allen of the University of Virginia really hit home, both as an interpersonal framework for dealing with problems in general and (naturally) pronunciation teaching!

The research looked at the effectiveness of a training system for preparing doctors better for talking with patients, bedside manner. In summary, patient satisfaction went up substantially, and time spent per patient generally went down. The acronym for the protocol is BATHE. Below is my paraphrase of what constitutes each phase of the process:

B - Start with getting concise background information with patients
A - Help them talk about how they are feeling (affect)
T - Together, review the problem (trouble)
H - Discuss how the problem is being handled.
E - Confirm your understanding of the situation and how the patient is feeling (empathy).

That is a deceptively elegant protocol. Next time you have a student (or colleague) or friend approach you with a difficult problem, keep that in mind. That also translates beautifully into pronunciation work, especially where there is appropriate attention to the body (like in haptic work, of course!) Here is how the acronym plays out in our work:

B - Start with providing a concise explanation of the target, also eliciting from students what their understanding is of what you'll be working on.
A - Anchor the target sound in a way that learners get a good "felt sense" of it, i.e., awareness and control of the sensations in the vocal track and upper body
T - Together, talk through the "cash value" and functional load of the target and practice the target sound(s) in isolation and context. 
H - Discuss how the student may be handling the problem already, or could, and what you'll do together going forward, including homework and follow up in the classroom in the future.
E - Finally, go back to brief, active, "physical" review and anchoring of the sound, also providing some realistic guidance as to the process of integrating the sound or word into their active speaking, especially the role of consistent, systematic practice.

One remarkable feature of that system, other then the operationalized empathy, of course, is the way it creates a framework for staying focused on the problem and solution. How does that map on to your own "BATHE-side manner?"

Pronunciation teaching depressing? In a phonological phunk? Try some Tai Chi!

Clipart: Clker

This is a fun article from the UK Independent (not exactly @ the top of the list of my favorite sources of research studies . . . ) on the potential effect of Tai Chi on depression. The claims for the benefits of Tai Chi are extensive, from bigger brains, to longer life . . . to antidepressant. One of the EHIEP protocols, in fact, is termed the "Tai Chi fluency protocol," inspired by watching amazingly flexible and "tranquil-looking" seniors do Tai Chi every morning out in front of my apartment in Japan. In addition to bilateral brain engagement (basically making both hands touch on every pedagogical movement pattern), each of the protocols has at least one other distinct meta-function:

Clipart: Clker

• Warm up Protocol - Expanding the visual and physical field of operation
• Body Flexibility Protocol - Muscle flexibility of the face, shoulders and hips
• Vowel Resonance Protocol - Focus vowel centers (between the eyes, voice box and upper chest)
• Matrix Anchoring Protocol - Precision of node positions (points where hands touch)
• Vowel/Word stress Protocol - Establish relative conceptual, spatial and haptic "distances" between vowels
• Sensuous Syllable Butterfly Protocol - In addition to bilateral grounding (bringing the learner back into the room, etc.), establish the felt sense of English rhythm groups--up to 7 syllables
• Touch-i-nami (intonation) Protocol - Anchor basic intonation contours and expressiveness
• Tai Chi Fluency Protocol - Fluency and expansion of general pitch range
• Rhythmic Feet FIght Club - Compact conversational phrases and anchor pause structure
• Baton Integration Protocol - Integrate most of the above . . . 

If one of those won't "move" you and your class out of a temporary "phonological funk," nothing will!

New pronunciation learning readiness warm up!

Linked above is a demonstration of the new (shorter version of the) EHIEP warm up. It takes about four and a half minutes and loosens up just about everything you need to. There are three parts to it, including most of the classic or standard moves of voice and body instructors in some form: (a) body flexibility (head, shoulders and hips), (b) vowel resonance centers (front of the face, back of the throat and chest) and (c) general vowel quality and articulation of most English vowels. Have students just follow along a few times before pronunciation or speaking work. This version is decidedly understated, appropriate for a wide range of student and personality types!  After about the fourth time through, it becomes almost addictive and higher in energy, a great way to wake up in the morning or to get the class tuned up. All modules and homework "modulettes" of the EHIEP system begin with some form of this warm up as well. (Note: It seems to work better by having students follow the video, rather than an instructor at the front of the class--who would have to perform it "mirror image," which can be a challenge for many.) This is the demonstration version. To train students in doing it you many need to stop and rewind each of the moves or write out the sounds and key words. The complete EHIEP haptic video system will include both this version and a training version that breaks down each piece, along with complete text and visual schemas in the instructors manual and student workbook. Need to warm up to pronunciation? This is a good place to start!

Haptic squirrel pronunciation

Clip art: Clker

You may have seen some of the Youtube "X can't pronounce Y" videos or "British." A couple others: German and Farsi. There are more, all (mostly) funny and homemade. Here, in brief, is a haptic protocol for "squirrel:"

a. Go to Starbucks. Get a coffee and then walk off with some coffee stirs. (Enough for your class.)
b. Have learners break one in half.
c. With the jagged end, scrape the sides of the tongue, as far back in the mouth as possible.
d. Jab the outsides of both cheeks at about the same place as the back of the tongue.
e. Scrape the tip of the tongue (or to be precise the tip of the blade of the tongue, on the "end" exactly!)
f. Scrape the place just behind the gap between the upper front middle teeth. (frontal alveolar ridge)
Now . . .
g. Say "s" and keep it going . .
h. Bite back of tongue on spots scraped in "c" as you say "kuir" (kwer)
i. Touch tip of tongue (e) with area behind teeth (f) as you say 'l'
j. Say that sequence quickly a few times, throwing a tennis ball on "kuir" across the room as you do.

Armost nevel fairs . . .
Practice that yourself a few times so that it "sticks" and then squirrel it away, eh!