This document discusses effective communication skills for teachers. It emphasizes using interactive teaching methods like pair work, group work, asking questions to elicit student responses, and incorporating technology. Good communication involves clear instructions, active listening, appropriate body language, and making students feel comfortable participating. The document provides tips for areas teachers may want to improve like involvement of students and use of collaborative learning tools. Overall it promotes developing strong language and interaction skills to engage students in the learning process.

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Communicati
ve Classroom

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 the intentional or unintentional
exchange of thoughts, messages, or
information between two or more living
beings through conventional or
unconventional signals, linguistic or non-
linguistic forms, and through spoken or
other modes.
 is effective only when the receiver
understands the sender's message
exactly as it is intended to be.
Effective Communication

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 Pair up with an
unknown or less
known
participant
 Speak to each
other for 3+3
minutes
• Use ONLY
English
• Do not write,
1 Name & Qualifications
2 Best Teaching Experience
4 Achievements & Awards
5 Big Goals in Life
Know a Colleague

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Communicative Teachers

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Language Skills
Communicative Teachers

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Primary Skills
Receptive
1. Listening
2. Reading
Productive
3. Speaking
4. Writing
Sub Skills
5. Grammar
6. Vocabulary
7. Pronunciation
8. Non-verbal
9. Collocation
10.Usage
Language Skills

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 Do I speak / write good English?
 How good is my grammar?
 How adequate is my vocabulary?
 Do I use right collocations?
 How fluent is my language?
 Is my pronunciation accurate?
 Do I use a variety of structures?
Know Your Trouble Spots

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Rewrite the Dialogue
“Do you think Is It a English class,”
asked a deaf toll boy.
Know, I am thinking its an english
class.” Spoke a second deaf boy.
“I see, I have been thought it was one
English class.” said the first won.
“Do you think Is It a English class,”
asked a daef toll boy.
“Know, I am thinking its an English
class.” Spoke a second deaf boy.
“I see, I have been thought it was one
English class.” said the first won.
“Do you think it’s an English class?” asked a tall, deaf boy.
“No, I think it’s an English class,” answered the second deaf boy.
“I see. I thought it was an English class,” said the first one.

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Communicative Teachers
Body Language

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Body Language
Posture (e.g., head up and alert, leaning forward)
Gestures (e.g., keeping arms uncrossed)
Facial expression (e.g., smiling warmly)
Eye contact (e.g., making appropriate eye contact)
Active movement (e.g., moving around)
Physical distance (e.g., not very far, not very close)

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Body Language
Volume (e.g., pleasant, audible volume)
Tone (e.g., confident, assuring tone)
Modulation (e.g., avoid high pitch)
There are four ways, and only four ways, in
which we have contact with the world:
what we do, how we look, what we say, and
how we say it. - Dale Carnegie

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Know Your Trouble Spots
 Do I have trouble maintaining eye contact?
 Do I cross / wring my hands / arms / legs?
 Do I smile too much or too little?
 Do I droop / stoop / slouch?
 Is my tone /voice timid / rude / inaudible?
 Do I move about energetically or remain
stationary?

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Recall
Recall
Recall a teacher who had very effective communication skills.
Write
Make notes of that teacher’s language skills, the materials used,
the teaching methods employed and the efforts to involve
students in the learning process.
Reflect
Consider how much effort this teacher put in to make the
teaching-learning process effective and enjoyable.
Consider how far the success of this teacher is based on the way
he or she managed to communicate with the class.
Share
Narrate to the class briefly

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Communicative Teachers
Effective Teaching

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 Make things simple
 Acknowledge & appreciate
 Inspire & encourage
 Draw & hold attention
 Entertain
 Never give up
Effective Teaching

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Interactive Teaching
Interaction Skills

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Decrease Teacher Centred
Teaching Time
Increase Student Centred
Learning Time
Recall after 24 hours

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Involving the Class

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Interactive Classes
1. Physical setting
2. Collaboration
3. Effective instructions
4. Questions & responses
5. Eliciting
6. Activities & Games

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Physical Setting

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 Think of advantages of pair work
 Form pairs
 Share your ideas with partner
 Share with class
Pair Work

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 Greater opportunity for Application
 Learners gain confidence/overcome fear
 Real time feedback/response
 Peer learning
 Cooperation – a life skill
Pair Work - Advantages

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 THINK – make notes
 form PAIRS
 SHARE with Partner
 SHARE with Class
Pair Work - Steps

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 Form groups
 Discuss advantages of group
work
 Arrive at consensus
 Share with class
Group Work

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 More student participation time
 More listening time
 More fun
 Exchange of ideas
 Seeing others’ point of view
 Improved social skills
 Improved problem solving skills
Group Work - Advantages

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 Teacher loses control
 Noisy classes
 Confusion
 Students don’t perform the task
 Some students don’t participate
Group Work - Problems

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 Teacher supervises
 Specific roles to group members
 Productive noise
 Errors - inevitable in the learning process
 Increase the learners’ confidence
 Cooperation is a useful life skill
Solutions

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 Explain the activity
 Arrange the groups
 Set time limit
 Give example/demonstration
 Move & Monitor
 Follow up
 Discuss the activity
Group Work Tips

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 Precise
 Repeated
 Easy to follow
 Short
 Simple
 Demonstrated
Good Instructions

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Don’t Tell(use pictures, gestures, hints etc)
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Eliciting

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Questions
 Do I ask a variety of questions?
 Do I let students think & formulate?
 Do I show interest in their answers?
 Do I involve other students?
 Do I appreciate good answers?
 Do I ask follow-up questions (instead
of ridiculing bad answers)?

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Yes/No Information
Close-ended Open-ended
Teacher initiated Student initiated
Factual Inferential/
Experiential
LOT HOT
Rhetorical/
Leading
Thought-provoking
Types of Questions

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 Let students think and formulate
 Do not interrupt
 Show interest in answers
 Involve other students
 Ask follow-up questions
 Do not discourage students
Responding to Answers

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Using Technology
 Realia
 Models
 Photographs, Charts
 Slideshows
 Video Clips,
MultimediaLegibility & clarity (2f/2c & 6l/6w Rules);
Ease of use; Appropriacy; Reusability; Not
distracting

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Know Your Trouble Spots
 Do in involve students?
 Do I employ collaborative learning tools?
 Do I organize activities and games?
 Do I give short, simple, precise instructions?
 Do I ask questions and do I elicit?
 Do I accept individual differences?

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Be a Mother

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Need to Improve
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This slideshow is available at
www.authorstream.com/tag/lionnagaraju
www.slideshare.net/lionnagaraju
m nagaRAJU
Teacher Trainer & Soft Skills Trainer
lionnagaraju@gmail.com