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Teacher presence and talk


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Teacher presence and talk

  2. 2. TEACHER PRESENCEOur physical presence can play a large part in our management of theclassroom environment.The way we move and stand, and the degree towhich we are physically demonstrative can have a clear effect on themanagement of the class.All teachers have their own physical characteristics and habits, and theywill take these into the clasrroom with them. But there are a number ofissues to consider which are not just matters of personality or style andwhich have a direct bearing on the students’ perception of us. Proximity Appropriacy Movement Awareness
  3. 3. TEACHER PRESENCEProximityTeachers need to consider how close they should be to the students theyare working with. Teachers should be concious of how close they are tothe students, and take this into account when assessing their students’reactions and should, if necessary, modify their behaviour.AppropriacyDeciding how close to the students you should be when you work withthem is a matter of appropriacy. So is the general way in which teacherssit or stand in classroom. All the positions teachers take -sitting on thetables, standing behind a lectern, etc – make strong statements about thekind of person the teacher is.
  4. 4. TEACHER PRESENCEMovementThis is to some extent a matter of personal preference, it is worthremembering that motionless teachers can bore students, while teacherswho are constantly in motion can turn their students into tennisspectators, their heads moving from side to side until they becomeexhausted. Most successful teachers move around the classroom tosome extent.AwarenessIn order to manage a class succefully, the teacher has to be aware ofwhat students are doing and, where possible, how they are feeling. Thismeans watching and listening just as carefully as teaching. Awarenessmeans assessing what students have said and responding appropriately.
  5. 5. TEACHER PRESENCEThe teacher’s physical approach and personality in the class is oneaspect of class management to consider. Another is one of theteacher’s chief tool: the voice.When considering the use of the voice in the management ofteaching, there are three issues to think about:1) Audibility2) Variety3) Conservation
  6. 6. TEACHER TALKThe way that teachers talk to students – the manner in which theyinteract with them - is one of the crucial teacher skills, but it doesnot demand technical expertise. It does, however, require teachersto empathise with the people they are talking by stablishing agood rapport with them.Rough-tuningRough-tuning is the simplification of language which teachersmake in order to increase the chances of being understood.Teachers must be able to adjust their language use – in terms ofgrammatical complexity, vocabulary use and voice tone – whentheir listener shows signs of incomprehension.
  7. 7. TEACHER TALKIn order to rough-tune their language, teachers need to be aware ofthree things:1) They should consider the kind of language that students are likely to understand.2) They need to think about what they wish to say to the students and how best to do it.3) They need to consider the manner in which they will speak (in terms of intonation, tone of voice, etc.).To be successful at rough-tuning, all we have to do is speakat a level which is more or less appropriate.
  8. 8. REFERENCESHarmer, J (2009). How to Teach English. EnglandBrown, D (1994). Teachin by Principles: An Interactive Approach to Language Pedagogy.United Stated of America