Graduate
How To Series
Creating Effective Teaching
Presence
Volume I, Issue 2
Introduction
Each one of us can recall a professor who elicited
excitement and anticipation upon entering the
room and standing before the students. This
instructor was also able to keep us actively
engaged in listening and thinking throughout the
class even though we may have initially had little
interest in the subject. It might be difficult to
describe just what it was about this individual that
was magnetic and authentic enough to hold our
attention. Some might simply state he or she “had
a certain presence” or “a way of engaging me,” or
was a “motivational force for me.”
We as instructors,
standing before
students who have a host of other
options besides attending our
class, must recognize that our
posture, movements, gestures,
attitude, and energy contribute
mightily to the teaching and learning experience.
We have to develop a presence that is at once true
to who we are and that invites our students to go
on the journey with us.
Although it may come easier to some than others,
cultivating a presence in our classes is an
important undertaking to which we all should
attend. In this paper, I will cover how to use your
voice, body, and the learning space to create an
unforgettable presence that will enhance the
teaching and learning experience for both you and
your students.
Contact Us:
Email us at: [email protected]
or Visit: http://tenntlc.utk.edu/
865-974-3807
1
Voice
Voice
Arguably your voice is the most essential tool in
creating a presence in the classroom. All too often,
students complain about instructors who are too
soft spoken, mumble, or speak in a monotone.
Additionally, the way you use your voice can convey
different meanings, and thus, evoke different
responses from your student. A negative message
said with a concerned tone, will be received and
acted upon differently than the same message
stated in an authoritarian, cold manner.
Whether your class is composed of ten students or
one hundred, if you cannot effectively convey your
message to them, they will not take you or the
course seriously. Here are some tips on what you
can do with your voice to help avoid these pitfalls.
Breathe Well. The way you breathe will affect the
production of your voice. Correct breathing will
help you increase the volume of your voice without
changing the pitch. Additionally, good breathing
will allow you to never to run out of breath when
you are speaking. The Department of Early
Childhood Education and Development (2013)
indicates that the following are the keys to
breathing and speaking:
• Focus on exhaling rather than on inhaling. This
will make inhaling more automatic and relaxed.
• Release your breath during or just before you
speak. This will increase the amount of breath
that you have.
• Pausing as soon as there are signs that you are
about to run out of breath so you will
automatically inhale when you begin to speak
again.
For specific exercises to aid you, view this link.*
Additional tips to remember:
• Turn and face the class before you speak.
• Speak at an even pace. Avoid speaking too
quickly, especially in large rooms.
• Open your mouth wide enough to be heard.
*https://www.eduweb.vic.gov.au/edulibrary/public/ohs/usi
ng_effective_voice_techniques.pdf
2
Tone and Inflection
Tone and Inflection
The tone and inflection of your voice expresses a great
deal to students and has the power to be motivating or
the cause of disengagement. Your voice rising at the end
of a sentence suggests something different than the
accent being placed elsewhere. Speaking in monotone
with no inflection conveys boredom and disinterest
which will not encourage students to say or engage more
than they have to.
Think about what you want to convey to students and
use the appropriate tone. For example, if you want to
communicate concern, a quiet voice used one on one
might be best. In a heated debate, a calm but loud voice
can settle things down. It can be useful for you to record
your voice or have someone listen to what you are saying
to understand what you sound like when you are
speaking. This will help you vary your tone to convey
your intended message.
3
4
Use Your Learning Space
Learning Space
Using the learning space effectively can facilitate
making connections with students as well as to help
in managing your class effectively. Often for new
instructors and instructors with particularly large
classes, individuals find it difficult to move from a
fixed place at the front of the class. This often
creates a situation where only those in the
immediate proximity of the teacher are somewhat
connected. Tips to use the classroom space to
fullest effect are:
• Move around the classroom while teaching to
connect with students in different parts of the
room.
• Avoid pacing.
• Move in a deliberate manner. Stand in new
place for a moment and eye contact with
students in the new area before moving again.
• Rearrange desk and chairs if possible to create
connection between you and students and to
remove barriers.
Nonverbal and Body Language
Nonverbal and Body Language
Every facial expression, gesture, and moment conveys a
message. Students easily pick up, thus it is important to
be aware of your nonverbal behavior and intentionally
use movements and gestures to express what you wish.
Here are a few suggestions regarding your nonverbal
body language:
• Use arm and hand gestures while talking to the class,
especially to emphasize a point.
Conclusion
As stated above, it is as important to be concerned
with how you communicate with your students as
it is with what you communicate to them. Our
voices, body and nonverbal gestures, as well as the
classroom space can be used as tools to help us
facilitate deeper learning. We just have to develop
and employ them to this end.
• Smile at the class.
• Use pauses to emphasize
points.
•
• Smile and nod to
encourage students to
speak more.
• Move towards students
when they are speaking.
• Maintain open body language in your interactions
with students (no cross arms or body turned away
from students.
• Be cognizant of your facial expressions.
Ferlin McGaskey, 2014
References
Department of Education and Early Childhood Development. Using
effective voice techniques.
https://www.eduweb.vic.gov.au/edulibrary/public/ohs/usin
g_effective_voice_techniques.pdf. State Government Victoria,
Canada.
Madden, K. (2013). How to develop teacher presence and command
attention in class. New Teachers.
http://newteachers.tes.co.uk/content/how-develop-teacherpresence-and-command-attention-class
Oxtoby, K. (2013). How to make your presence felt in the classroom.
New Teachers. http://newteachers.tes.co.uk/content/howmake-your-presence-felt-classroom
Rocca, K. (2007). Immediacy in the Classroom: Research and Practical
Implications.
http://serc.carleton.edu/NAGTWorkshops/affective/immediacy.html