Sharing Good Practice
Mind your body language
in the classroom
By Lisa Fatimah
"What you do speaks so loudly that
I cannot hear what you say." ~ Ralph
Waldo Emerson
As teachers, we are tasked with a
multiplicity of demands. At times,
these demands can impact our health.
Yet, we are intuitive. We know that
our body language can express good
health, peace, reassurance, fairness,
friendliness, patience, our axiology
and determination. Before we give
our very best to our students, we must
impart this to ourselves. We are able
to give our best, once we accomplish
balance. Fluidity of motions and a
positive outlook are tantamount.
How do we want to be remembered?
What adjectives will students use to
describe their learning space in which
you guide? Are you well groomed?
Is your hygiene in good order? Are
your teeth, nose, ears, hair and
finger nails clean? Is your workspace
welcoming? All of this contributes to
your atmosphere and the transmission
of your body language.
T
"
he most important thing in
communication is to hear what
isn't being said."
~ Peter Ferdinand Drucker
Lower the volume on your television.
What do your eyes hear?
When you look in the mirror you
see your reflection but what do you
feel? Your presence, phenotype,
and beliefs all have energy, and
your personalized transmission is
universally communicated. It is a
portent of what's to come. It is yours.
Your communication currency is
deposited in the classroom. What will
your scholars feel?
"Don't worry that children never listen
to you, worry that they are always
watching you." ~ Robert Fulghum
Children are vibrational. They easily
receive and sense your aura, your
atmosphere and your majesty.
Children see the ‘you’ in you. Yes, your
rules expressed through movement
and manners are conversational.
What language does your body speak
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while standing still, as verbs, in tone?
Are your non-verbal clues projecting
warmth, enthusiasm, compassion
and openness? Do you encourage
participation? Do you acknowledge
students when they speak, raise hands
or lower eyes? These are the questions
you must answer, ask and share with
yourself before you and your students
enter the classroom.
Can you read your students' body
language? Can you see, ‘I need help’, or
‘I am bored’ in your students? We have
the ability to reassure, acknowledge,
empower, distance and/or encourage.
With the raise of a brow, nod, or
looks, we can create positive pacing
pathways in the classroom. Nonverbal
messages are genuine.
Nonverbal
signals
can
convey
confidence, attention or incongruity.
Gestures may be loud or soft and
their messages are transparent. As
educators, we must be in tune with our
nonverbal classroom communication.
This will help us to be both great
emitters and receivers of our own and
our scholars' messages.
Class Time
At 90, the honourable mastereducator, Dr. Adelaide Louvenia Hines
Sanford, Regent-at-Large, New York
State Board of Regents said,
"How we feel about ourselves and
each other is paramount.
Before you teach science, math or
reading, you teach who you are.
The children see you. They see your
size, your shape, your colour, your
contours and how you accept and
handle yourself.
They don't care about what you know until they know that you care.
Once they know that you care, then
you may, become their model."
Your scholars need for you to affirm
them and bring your best. I am very
confident that you will, and in so
doing, your students shall listen, learn,
share, enjoy and thrive.