Where there is a Teacher Presence concern, it can be easy to fall into using descriptive words which are unspecific. For example we might say that during an interaction/lesson a teacher seems:
· Out of control
However this type of language around Teacher Presence often leads to two difficulties
1. It is too general for a participant to action and address successfully
2. It can be received as a judgement on the person themselves rather than on their work practice
An effective way to ensure a participant is in control of their communication is to work non-verbally on their objective in that situation.
For example, identify with the participant what their objective is when teaching. This needs to be led by them and be worded in a way they can connect with. For example:
‘to create a calm learning environment’
‘to give each student autonomy in their learning experience’
‘to make this subject fun and engaging’
Now what do they need to consistently communicate in order to achieve this objective?:
‘be calm and direct when dealing with conflict, diffusing emotion – both my own and that of others’
‘ensure every student feels acknowledged and respected’
‘to lead the energy of the room, communicate enthusiasm’
Next think about how this can be communicated non-verbally. Which physical/vocal presence habits do they need to work on? Break this right down to manageable targets. What narratives or beliefs might get in the way of achieving this objective? What other obstacles might get in the way of achieving this objective?
BAZ provides training for teachers, schools, businesses and individuals. If you feel this might be of interest for your participants, your school or business, please take a look at our brochure here or contact email@example.com for more information.