1. Communication Coaching The skills required to maximise a teacher’s presence in the classroom

2. Why look at this area of our teaching? 1.There are a large number of teachers who plan ‘outstanding’ lessons, but only deliver them at a ‘Good’ or even ‘Satisfactory’ standard 2.Improved teaching presence improves classroom behaviour and the understanding of what is being taught for the pupil 3.It is probably the most over-looked tool in teaching, yet Social Scientists have demonstrated that unspoken communication, or non-verbal communication, accounts for a large percentage of our total interaction with others, possibly as much as 95%. Therefore by adopting a more confident and positive approach, you are likely to get a much more successful outcome. 1.There are a large number of teachers who plan ‘outstanding’ lessons, but only deliver them at a ‘Good’ or even ‘Satisfactory’ standard 2.Improved teaching presence improves classroom behaviour and the understanding of what is being taught for the pupil 3.It is probably the most over-looked tool in teaching, yet Social Scientists have demonstrated that unspoken communication, or non-verbal communication, accounts for a large percentage of our total interaction with others, possibly as much as 95%. Therefore by adopting a more confident and positive approach, you are likely to get a much more successful outcome.

3. Common mistakes in communication from teachers failing to make ‘Outstanding’ »Not being aware of your own facial expressions and body language (they don’t relate these with what they are actually saying) »Not learning students names quickly enough - doing this will and does have positive impact on teacher/student communication (particularly SEN students) »Not looking for signs that students may have misunderstood you »Teacher remains stuck behind a desk, to a chair or to their whiteboard »Teacher does not control the pace of the lesson »Teacher is doing too much work in the lesson by talking, overloading and avoiding any form of silence »Not being aware of your own facial expressions and body language (they don’t relate these with what they are actually saying) »Not learning students names quickly enough - doing this will and does have positive impact on teacher/student communication (particularly SEN students) »Not looking for signs that students may have misunderstood you »Teacher remains stuck behind a desk, to a chair or to their whiteboard »Teacher does not control the pace of the lesson »Teacher is doing too much work in the lesson by talking, overloading and avoiding any form of silence

4. Non-verbal communication Try and list as many forms of non-verbal communication as you can: » Smiling » Laughter » Head Nods/Shrug » Eye- contact/movement » Frowns » Hand gestures » Facial expressions » Movement/position within a room » Physical Contact » Body Posture/Stance Try and list as many forms of non-verbal communication as you can: » Smiling » Laughter » Head Nods/Shrug » Eye- contact/movement » Frowns » Hand gestures » Facial expressions » Movement/position within a room » Physical Contact » Body Posture/Stance

5. The 6 recognised areas for effective communication 1.Be Clear: Information is presented clearly 2.Be Concise: Avoid being long-winded and make points succint 3.Be Correct: Ensure the information you are giving is correct 4.Be Complete: Give all the required information and not just part of it 5.Be Courteous: Be polite and non- threatening, avoid conflict 6.Be Constructive: Avoid negativity and look for positives 1.Be Clear: Information is presented clearly 2.Be Concise: Avoid being long-winded and make points succint 3.Be Correct: Ensure the information you are giving is correct 4.Be Complete: Give all the required information and not just part of it 5.Be Courteous: Be polite and non- threatening, avoid conflict 6.Be Constructive: Avoid negativity and look for positives

6. A focus on your own presentation style… »Please grade yourself from 1 - 3 (1 Good, 2 Average, 3 Weak) for the following areas of presentation: Articulation of speech Volume of voice Pace of speech Energy in your voice (Variety) Confidence in the classroom Use of Pause Movement around the classroom »Please grade yourself from 1 - 3 (1 Good, 2 Average, 3 Weak) for the following areas of presentation: Articulation of speech Volume of voice Pace of speech Energy in your voice (Variety) Confidence in the classroom Use of Pause Movement around the classroom

7. A Practical Task… »Write one example of a learning outcome for a lesson in your subject: » By the end of the lesson today I would like everyone to have produced a 3 minute Drama performance which shows your understanding of Dramatic tension and silence. »Write one example of a learning outcome for a lesson in your subject: » By the end of the lesson today I would like everyone to have produced a 3 minute Drama performance which shows your understanding of Dramatic tension and silence.

8. Using that Learning Outcome… A Fairy Godmother »Spread eye-contact around the room »Voice becomes more gentle and ranged »Opens up your body A Fairy Godmother »Spread eye-contact around the room »Voice becomes more gentle and ranged »Opens up your body A Circus Ringleader » Confident » Assured (in control) » Voice is projected and varied in tone

9. In conclusion What we can do to ensure quality communication in our lessons: 1.Ensure there is positive feedback given at some point in every lesson 2.Give everybody in the lesson equal attention- avoid focusing purely on misbehaviour 3.Communicate as appropriate to the learning levels of the pupils you are dealing with 4.Ensure that you not only talk to the pupils but listen to them as well 5.Next time you plan a lesson, spend a few minutes considering how you will say things, where you will position yourself within a room and how reflect on how you usually do these things What we can do to ensure quality communication in our lessons: 1.Ensure there is positive feedback given at some point in every lesson 2.Give everybody in the lesson equal attention- avoid focusing purely on misbehaviour 3.Communicate as appropriate to the learning levels of the pupils you are dealing with 4.Ensure that you not only talk to the pupils but listen to them as well 5.Next time you plan a lesson, spend a few minutes considering how you will say things, where you will position yourself within a room and how reflect on how you usually do these things