Physical
position. The way you position yourself relative to your class tells
the students something about you. If you feel constrained by the layout
of the furniture in the classroom, change it around if you possibly can.
If you can’t try to change rooms.
A general rule is, get as close to
the students as you can. Don’t sit or stand on a dais. Don’t sit behind a
desk. Use the desk for lesson “props” if necessary, but stay in front
of it. If you need to sit, sit as part
of the class, or at least sit in front of the desk.
Posture.
Always
hold your body so that you look alert: an erect posture,no slumping or
sagging. Remember that your voice carries better when your head is held
up on your neck; if your chin sinks towards your chest, your voice will
sink into the floor.
Eye Contact.
It
is extremely important to make good eye contact with each student in
the class whenever you are addressing the class as a whole. The eyes have a language of communication between the teacher
and his learners. He can know about the interaction of his learners
Arms and Hands.
Use
your arms and hands when you talk, to emphasize a point, describe a
shape, a movement, etc., but don’t overdo it, and always try to keep arm
and hand movements meaningful—otherwise
they can become distractors
instead of supporting your words.
Arms and hands work as pointing
means.The teacher can point to pictures, drawings, maps, environment.
The teacher can act the scene using his hands and arms. He uses them to
distribute work (Work Management)
Face:
Facial
expression is very important. The difference between a smile and a
frown may be the difference between a student who learns and one who
does not. Don’t forget the wide variety of facial expressions you are
capable of:
try to become conscious of the expressions you commonly use
and their effects on people. Make your face expressive when you are
talking, to add point to your comments in the same way as you use your
hands.
2-Teacher as “audio aid”:
1-Does
your voice put your students to sleep? If you have observed your
students’ reactions honestly and self-critically, you will know the
answer to that question.
One way to find out whether your voice is an
asset or a liability to you as a teacher is to record a whole lesson
and
then study the resultant recording carefully and analyze your good and
bad points.
2-If your voice is monotonous, try to work
out why it is, and what you can do to make yourself sound more
interesting: make a conscious effort to vary your pitch, intonation,
rhythm, and tone. This will avoid monotony and also aid the students’
listening comprehension.
Finally, how much do you talk? If you listen to your
recording and
realize that you were talking during
most of the lesson, you need to ask
yourself some
serious questions:
Was it necessary for you to talk so
much?
What were the students doing while you were talking?
Did
students learn something from what you said?
How do you know?
Could they
have learned the same thing in a different