§2.

Teacher’s physical presence in class: Body language

Imagine being a teacher and act by the instruction given in Task 1and answer
following questions:
 Describe the teacher’s physical presence and compare them.

 What do you think what part of teaching these behaviors belong to?

Task 1.

Student A

Come into the room. Sit down. Say “hey” “you” pointing with your hand and ask about
last hometask. Say “so today’s theme is “culture””. Say “culture is how to
say….ummm” fiddle with your fingers, don’t look at the eyes of the students.

Student B

Come into the room. Greet with students. Say “ you looked very nice today”, let’s begin
today’s lesson”, Aziza will you say today’s date, ok, Komil what was given as an
hometask, ok, good”. Stand up from your place and check hometasks, explain the
mistakes with eye contact and praise for good works with tapping on their shoulders.

--------------------------------------------------------------------------------------------

⮞ The following behaviors belong to classroom language

• Body language
• Voice
• Creating an English environment
• The language of the classroom
• Questioning
• Giving instruction
• Giving oral feedback
• The use of L1
Task 2. Observation form

Watch the video and fill in the observation form.

Observation form

Topic:

Audience :

Elements Body voice Classroom question Giving Giving The use

of parts’ language ning instructio feedback of L1
Techer’s movings ns
presence

Inapprop
riate

Appropri
ate

Comment
s/

Suggestio
ns
Home assignment, Handout 3.

1) Please read the article by Kerra Maddern “How to develop teacher presence
and command attention in class” and write your reflections on the role of
teacher’s presence in the effective classroom.
2) Reminisce your past education years and match with the teacher’s presence
following article(write your findings)
Review report

For this review report you will write a review report (minimum 300 words) focusing on
the teacher’s presence in the effective classroom background of the article. In your
report include the following points:
 What did you read (title, author)?
 Brief summary of the plot.
 Identify the main features of teacher’s presence from the article and give
evidences.

How to develop teacher presence and command attention in class

Why do some teachers struggle to control a class while others manage to get a lesson
flowing seamlessly with apparently little effort?
It could simply be down to the “presence” they have in the classroom. This is a vague
term, but learning how to have presence, or build on what you already possess, could
create a more harmonious and effective classroom and strengthen your relationship with
your pupils. Broadly, the word means being able to use your personality and body to
command attention.
Teachers are not actors and developing more presence is not about trying to transform
yourself into a Hollywood star. But, as public speakers and communicators, they will be
more successful if pupils find their lessons memorable and they have good
interpersonal skills.
Being in the spotlight can be frightening and nerves make us behave differently.
Developing presence can help to prevent paralysing symptoms such as
breathlessness or a dry mouth. Those who already have it are often more aware of the
impact of their body language and use gestures, or even a glance, to create the effect
they want.
Developing teacher presence
Anyone can learn these skills, according to Mark Almond, a senior lecturer at
Canterbury Christ Church University who trains teachers in the art of creating presence.
But not everybody gets the chance.
“Some educators blanch at the idea that teacher presence should be included in
training, as it is such a vague term,” he says. “But I believe this is an area teachers
want to be trained in. They think their existing training lacks how to develop
interpersonal skills, how to create your own identity and connect with pupils.” Some
actors use the Alexander technique to relax – gently realigning the body, breathing
from deep in the lungs and using the body economically. This can also be useful for
teachers who struggle to relax.
“You may be feeling awful at having to walk into a classroom of 15-year-olds, but if
you display your anxieties to that class, you will have problems,” Mr Almond says.
“Walk in to the room slowly with your posture straight, chin up, make eye contact and
speak to your pupils in a clear and audible voice.”
Looking physically confident will help to create presence. A good posture makes a
person look strong and commanding. Keep your head still when you talk, and speak
slowly.
Guy Michaels, an actor-turned-teacher who now runs courses for the Royal Academy
of Dramatic Art (RADA) on how to create classroom presence, says: “Nerves can
prevent teachers from communicating effectively. Many teachers will explain a task,
then explain it again, using a different set of words. This confuses the class and any
clarity is gone. You are not allowing the idea to sink in.” Teachers should grow
comfortable with using stillness and silence as part of their repertoire. “Many teachers
say ‘I’m not a performer’, but they have an audience of 30 people waiting to be
entertained,” says Mr Michaels.
“Teachers often work to rigid lessons, they are obsessed with planning, and there is a
danger they can lose their flexibility. They should listen and improvise, be excited and
infectious.”
Masking your anxieties
So how do you mask your nerves and transform unhelpful body language? The first
step is to get rid of any signs of tension. And the way you breathe is a key factor.
“If you can’t take deep breaths, you can’t speak with authority and resonance. It’s a
waste of energy and affects where your breath comes from,” Mr Michaels says.
“Children pick up on signals of fear. The first thing you have to do is understand your
fight or flight response – what happens when your body releases adrenalin. It gives you
a low status. These are physical signs like fidgeting, a stooped head and sweaty palms.”
But how do you avoid them? He advises teachers to “stand as tall as you can be. It gives
you an anchoring and this helps to keep you grounded and calm.
“Scale your physical presence up or down. Use gestures to punctuate what you are
saying and move around in the space if you want a big presence. This helps you appear
to be a strong, confident teacher.”
Many of our nervous physical ticks can be unconscious. A good way to start tackling
them is to ask a trusted colleague to observe you and give their candid thoughts on your
body language and other physical traits. Or try video-recording yourself. It is incredible
how much the small screen amplifies even the slightest movement.
Pause for thought
Another tip is simply to pause. This allows you to organise your thoughts, so you can
avoid repeating yourself, and makes you appear calm and in control.
Observe others in authority who appear to have an inbuilt confidence. Why are they
watchable; what are they doing right?
People with charisma use their body effectively. Eye contact is one of the most
important weapons in a teacher’s arsenal.
Try this simple physical test: ask your pupils to face you and put their arms up. They
should then begin slowly lowering them until you make eye contact. Each time you do,
they must freeze. The aim is to make sure that no pupil ends up with their hands in their
laps.
Eye contact can help vary the pace and energy of a lesson. “If you want a different
effect, stay still and cast a net around the room with your eyes,” Mr Michaels adds. This
will help to give you an aura of authority – and make them take notice of you. Using the
space of the classroom differently can also vary the dynamics of the lesson. Try
teaching from a different area, at a different height or even sitting on a desk with pupils.
Presence means you can set the tone in your classroom.
You as the storyteller
Think of yourself as a storyteller, conveying a secret through your teaching. Vary your
language: use active verbs to create excitement and an emotional response. Create
anticipation or intrigue with props or timing, letting each activity be revealed one at a
time.
Appear energetic and eager to talk about your subject. It might be the thousandth time
you have taught a topic, but behave as if you are enjoying yourself. Enthusiasm is
contagious.
Adjust the tone and volume of your voice to convey emotion and alter the pace of the
lesson.
Teachers are not actors but some theatrics can create a buzz. Why not use over-the-top
gestures from time to time, to express delight, mock boredom or surprise? Such
charades – pretending to snore, feigning a heart attack (when appropriate) – can amuse
and engage pupils.
Having presence also means that you are confident enough to be
pontaneous and improvise. This creates a vibrant lesson and can create energy if it starts
to lag; it also means that you can respond swiftly if pupils become disruptive.
According to Rob Salter, a London teacher who trains his peers in how to create
presence, US president Barack Obama is a perfect example of someone who already
knows how to harness his charm. “He shows how being still and pitching his voice
lower…and from the diaphragm, gives an air of authority,” he says. “Presence is as
much about how you perceive yourself. Cultivate it. You should set the tone and get
children to buy into your vision. “Have a part of the classroom which is the equivalent
of the front of a stage. Use it when you need to get the focus back on you – for
example, if the noise levels go up. This gives you an aura. Use different spaces to create
different energies.”
The message is simple. By controlling the atmosphere of the lesson, you are showing
pupils how to behave.
Exercises you can practise at home
Tips from courses run by RADA, the National Theatre, Rob Salter and Mark Almond.
Voice
 Breathe in and hold for three seconds. As you breathe out, project your voice
and say the days of the week; then try the months; then the alphabet. This
helps you to speak from the chest, not from the back of the throat.
 To seem authoritative, practise your breathing to find your “home note” –
your own distinctive voice – from your chest.
Physicality
 Stand in a grounded way. To find your “centre”, stand with feet apart and
bend your knees slightly.
  Lengthen your spine. Stand as if your head is being pulled up by a string.
Hunching reduces your capacity to breathe properly.
 Release tension by swinging your arms from your shoulders. You can
extend this to “shake out” your whole body.
 To calm breathing, raise your arms slowly as you breathe in, and bring them
down again while exhaling and making a “ssshh” sound.
 To check you are breathing from your diaphragm, try stamping your foot
while shouting “ha” as you breathe out.
 Imagine you are blowing up a balloon with a long, slow, outward breath
through the mouth until there is no air left in your lungs. Then, on the in
breath, through the nose, imagine you are smelling a bunch of flowers.
 Think about eye contact – aim to look open and receptive. Make eye contact
with your pupils, even if you are shy.
 Scale your physical presence up or down.
 Use gestures to punctuate what you say and move around in the space if you
want to create a bigger presence. This helps you to appear strong and
confident.
 To create an aura around yourself, stay still and cast a net around the room
with your eyes.
 To bring your energy into the room, stand with your feet planted and say “I
am here”, taking one step with each word. Tread firmly on the floor and say
the words out loud.
Varied use of space
 Teach from the back of the classroom.

 Kneel or crouch down between desks or at the front of the room.

 Sit at a desk, on the floor or on a chair or table.
 Try entering the pupils’ physical space; sit next to them, lean on their desks,
walk slowly between desks.
Adopt a relaxed and positive facial expression
 Give yourself a facial massage, concentrating on your forehead, cheeks and
jaw.
 Practise relaxing and using your facial muscles by widening eyes, puffing
out cheeks, stretching your mouth into different shapes and flexing your
chin. Now scrunch up your face as tightly as possible.
  Move your eyebrows up and down. Try to move one at a time.
 Break into a big grin with wide eyes.

Top tips for trainee teachers: use your body language to control the
classroom Theatrical facial expressions, moving around the classroom,
carefully-planned eye contact; you need to control your body language
if you want to control your
students.

Recommended Literatures
1. Penny Ur. A Course in Language Teaching- Practice and Theory,
Cambridge University Press, 1992.
2. Kerra Maddern “How to develop teacher presence and command
attention in class”

Here are 10 multiple choice questions based on the material provided:

What is the primary focus of developing teacher presence in the classroom?

a) Achieving perfection in acting skills

b) Commanding attention through personality and body language

c) Transforming into a Hollywood star

d) Memorizing lesson plans effectively

Answer: b) Commanding attention through personality and body language

According to the text, why might some teachers struggle to control a class?

a) Due to lack of lesson planning

b) Insufficient knowledge of the subject matter

c) Inability to establish teacher presence

d) Overemphasis on acting skills

Answer: c) Inability to establish teacher presence

What is one recommended technique for teachers to relax and avoid tension in the classroom?

a) Practicing advanced acting techniques

b) Using deep breathing and the Alexander technique

c) Ignoring signs of tension

d) Speaking faster to cover up nervousness

Answer: b) Using deep breathing and the Alexander technique

How can teachers improve their presence in the classroom, according to Guy Michaels?

a) By focusing solely on rigid lesson plans

b) By avoiding eye contact with students

c) By using stillness and silence effectively

d) By repeating explanations with different words

Answer: c) By using stillness and silence effectively

What is a key component of developing teacher presence according to the text?

a) Avoiding any form of physical movement

b) Relying solely on scripted lesson plans

c) Cultivating spontaneity and improvisation

d) Following a strict routine without flexibility

Answer: c) Cultivating spontaneity and improvisation

According to Rob Salter, what is one characteristic of someone who possesses presence?

a) Rehearsing speeches meticulously

b) Demonstrating charm and authority

c) Avoiding any form of eye contact

d) Relying solely on verbal communication

Answer: b) Demonstrating charm and authority

Which of the following is a recommended exercise for improving voice projection?

a) Singing loudly without regard for pitch

b) Breathing from the back of the throat

c) Projecting voice while saying the alphabet

d) Speaking softly to conserve energy

Answer: c) Projecting voice while saying the alphabet

How can teachers create an aura of authority in the classroom?

a) By avoiding eye contact with students

b) By maintaining a relaxed and positive facial expression

c) By constantly moving around the classroom

d) By speaking rapidly to keep students engaged

Answer: b) By maintaining a relaxed and positive facial expression

What is the purpose of using stillness and silence effectively in teaching?

a) To confuse students and create chaos

b) To demonstrate a lack of preparedness

c) To encourage spontaneity and improvisation

d) To maintain calmness and control in the classroom

Answer: d) To maintain calmness and control in the classroom

How can teachers vary the dynamics of the lesson through physicality?

a) By remaining seated throughout the lesson

b) By avoiding eye contact with students

c) By using gestures and moving around the space

d) By speaking in a monotone voice

Answer: c) By using gestures and moving around the space