Body Language And Classroom Management Body Language And Classroom Management

TO MATHS MEMBERS:

LESSON ONE, HOW TO BE A STAR TUTOR:

Body Language And Classroom Management

The core principles we associate with classroom management—rules and consequences, incentives, and following through—are important. No doubt about it. The first step for teachers wanting to improve is to learn how to use them effectively.

By following these principles, your classroom management plan will be built on a solid foundation. However, to be remarkably effective, to create the class you really want, you have to learn how to create leverage.

Leverage simply means having great influence with your students.

This is where the real power comes from. It explains how a teacher can take over a classroom of students from a tough neighborhood, given up on and deemed uncontrollable, and turn them into a dream class.

It’s the answer to the question, “How was she able to do that with those kids?”

Leverage makes everything you do as a teacher easier and more effective, particularly classroom management. The topic of today’s article, body language, is one way to increase your leverage.

Creating Leverage Through Body Language

Seven percent. That’s how much speaking impacts your students. The other 93% is attributed to non-verbal communication. Part of that 93% is the way you use your voice—tone, volume, pace, enunciation, etc.

The rest is body language.

Your body language has a strong impression on students. Therefore, it makes sense to use it to your advantage.

What follows is a short list of how to use body language to gain more leverage with your students. It’s not comprehensive, but it’s doable. And with regard to cultural differences, the items on this list are generally universal.

Eye Contact – Eye contact is perhaps the most powerful way we communicate. A single fleeting look from across the classroom can speak volumes. Longer eye contact is associated with trust, good feelings, and rapport—all of which are important leveraging qualities. Be aware, however, that too much eye contact can be intimidating, especially for shy students. So although we want to utilize the power of eye contact and should use it often, we shouldn’t over do it.

Facial Expressions – This one is easy. Smile. A smile makes communication easier, less awkward, and more persuasive. It’s also a mood-changer and will evoke warm and happy feelings in both the giver and the recipient. So let your guard down and smile away.

Posture – A sagging posture displays a lack of confidence and is associated with weak leadership. To students, it says that you’re unsure of yourself. They won’t listen to or trust someone who appears wishy-washy. Walking tall, with your body erect and shoulders straight, engenders confidence in you as a leader. You then become more believable, and students are more apt to accept what you say. The difference between telling a student to go to time-out with a tall comportment versus saying it with a sagging, defeated posture is night and day.

Proximity – Some classroom management “experts” recommend standing close to difficult students during lessons. But moving into someone’s personal space without permission is a show of dominance. It’s aggressive and antagonistic and is universally perceived as a threat. And although it may dissuade unwanted behavior during the brief moment you’re standing there, doing so will give youless leverage and influence in the long run, resulting in more disruptive behavior. Allow students their personal space. They’ll appreciate and respect you for it.

Touch – A brief tap on the shoulder or arm of a student you’re speaking with can elicit a subconscious response that makes you more persuasive. I know it sounds manipulative, but in reality, all it does is help build rapport. It’s a natural thing to do when speaking to someone in a friendly manner. It says: “Hey, I like you, and I want what’s best for you.”

Think about what your typical body language is communicating to your students and how it’s affecting your classroom management success. Is it increasing the amount of leverage you have with your students? Or is it making it more difficult to influence them?

Try out the above recommendations. Use more eye contact, smile more often, stand up straight, allow your students their personal space, and use the persuasive power of touch. Take note of how differently your students respond to you. I know you’ll be pleased.

Also, notice how changing your body language affects how you feel.

I’m certain you will look and feel more attractive and confident, resulting in greater leverage with your students and more effective classroom management.

Liang Jie sign out.