Teacher Presence – Suggested Lesson Plans
Session 1: Who we are and where we stand.
Objectives:
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To appreciate that where we are in relation to others can affect our
relationship with them (This can be used to both advantage and
disadvantage by a teacher in a classroom).
To explore how power shifts according to where and how we stand within
a space.
To explore why and when power shifts can be useful.
To establish a personal preference on how to travel and move in a
classroom.
Introduction:
Allocate each trainee an area within the class. No furniture is to be moved. All
students are to stay at their place and facing the way that their desk is to face.
Ask each of them to teach a 5 minute section of a lesson from that area.
Discussion points on the teacher’s position in the room:
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Effect on the listener/student.
Appropriateness to the teaching and learning
When and for what task would it be useful/appropriate.
Development:
Working in pairs, place the following onto a classroom plan as it would be at the
start of your lesson; add in or leave out elements appropriate to your teaching.
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Student prone to disruption.
Student who is shy and speaks quietly
Able student with all the answers.
Projector and screen.
Teacher desk
Other?
Now arrange the classroom according to your plans illustrating the reasons for
your choices to the rest of the group using them as the ‘guinea pig’ class.
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
Discussion Points:
Consider the room plan and teaching from:
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the front
the side
the centre
the back
What are the reasons for moving from one position in the room to another and
the effect that the room plan/layout would have in influencing this?
Then Consider:
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The physical shape of the class.
Whether and why a shape may or may not change during a lesson.
Plenary:
What methods/ techniques will I definitely use ?
What methods/ techniques will I definitely not use ?
What methods/ techniques will I try out ?
Session 2: Our voice is our message
(it’s not what we say, it’s the way we say it).
Objective:
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To recognise and learn to utilise volume, tone and pitch of voice as a
means to direct learning and manage and direct both the class and the
individual.
Introduction:
All learn these words:
‘Your homework is very poor. In fact I don’t think you spent more than 10 minutes
on it. Am I right?’
The line will have different meanings according to how it is said. In pairs explore
what the effect is when it is said in the following ways. One trainee listens and
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
takes note on ‘what the message is’ while the other speaks, Do not be afraid to
be ‘over the top’. The purpose is to discover extreme effects of voice.
1. Shouted.
2. Whispered.
3. In a monotone.
4. Slowly.
5. Very slowly.
6. Staccato or quick and sharp.
7. In a high tone.
8. Spoken with a frown.
9. Spoken with a smile.
10. Spoken with a tear.
Then try mixing two of the above together – e.g. A ‘quick’ and a ‘slow’.
Finally decide on what meaning you want to convey to the student about their
homework and decide upon a delivery. Try it on the class or individual and
discover what works.
Development:
The voice is a major tool in teaching it conveys more than the words you say.
Mood and attitude contribute powerfully to the sound we make. So we need to be
aware how we are speaking just as much as what we are saying.
As professionals we must ensure that our own personal state of mind does not
impinge on our teaching. I suggest that we learn to control our voice in a similar
way to an actor or singer.
Refer to and try out some of the Jane Oakshott exercises and see which help
and support your work.
Plenary:
What methods/ techniques will I definitely use ?
What methods/ techniques will I definitely not use ?
What methods/ techniques will I try out ?
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
Session 3: Body Language
(what it says and the way we may use it)
Objectives:
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To become aware of body language as a powerful source of
communication.
To explore some techniques of using and controlling body language to aid
our teaching.
To learn key moments in a lesson when body language may be
significantly used in a lesson.
‘A picture paints a thousand words.’ So it is with our body language or body
image. Body language sends messages that as teachers we both read and
transmit. Much of the time this discourse takes place uncontrolled.
Introduction:
1. Look at the way all of the group of trainees are sitting. (It may be useful to ask
all to freeze their position for a moment).
What are the messages being sent? (e.g. - enthusiasm, interest, excitement or
the opposite).
2. Mind/ body link!
Task: Think of the following. The purpose is that the trainee becomes as
absorbed in the thought as is possible - (none of these are to be shared so they
can be anything you like but they must be thought about deeply).
a) Your first day at secondary school.
Request detailed thought - visualize place, people, activity and smell.
b) An Award you received as a result of your endeavour.
Continue to expect detail. Picture the event, the award, its shape, weight, who
was present etc.
c) A time when you did or said something of which you are were ashamed.
Continue to press for detail. Again - place, people, physical feeling etc.
Congratulate all those who did the activity . It is difficult.
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
Ask them to repeat the exercise but this time concentrating on creating the
body shape/facial expression.
Once done discuss the different shapes/expressions and the messages sent.
How can this Human behaviour be used in teaching?
We are looking for:
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Our control
o Body shape
o Facial expression
Reading students
o Body shape
o Facial expression
1. What are the key messages that you want to give in classroom every time
you walk in?
We are looking for:
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This is a place of work.
I am leading the work.
You are enthusiastic and keen to learn.
2. How is this culture created? (Our control)
Look for three key moments in a lesson when body language may play a
significant part in giving the message.
For example:
a) The beginning of the lesson
Activity:
In pairs trainees look at ways of entering the room. When?, pace?, posture?
Then demonstrate their thoughts. Each demonstration should be followed by
discussion of experience in and out of teaching.
Looking for:
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
Recognition that there are many ways to enter a room and all may have a role in
different circumstances. Key learning is that you will affect the lesson and set a
tone on your entrance.
b) A reprimand of a child for not paying attention. He /She is slumped over
the desk.
Use this as an opportunity to explore and reinforce the idea that the body informs
the brain and brain informs the body of feeling or want.
All students take up the position of ‘slumped over the desk’. Let the body shape
become ‘real’ and then listen to the feeling or ‘want’ of the mind.
Ask each student what, in this position, they want. You would expect answers
such as ‘ sleep’, ‘to do nothing’, etc. The point is that they are not in the state of
mind that you wish them to be for your class.
Then in pairs suggest interventions that may bring about the desired change.
The intervention may include voice but it must pay heed to body language.
Demonstrate your thoughts and explain your thinking.
Key points for the teacher – We are looking for a knowledge of the students’
frame of mind. A recognition that the body language is a significant part of the
message. That turning children around from determined lethargy is a challenge!
c) Changing from one task to another.
Choose the task changes – e.g. Oral to written, activity to plenary, discussion to
recording etc.
Activity:
Discuss with a partner how you would deliver the ‘command’ for the change. The
detail of voice and body are to be considered here.
Share these with the group using the other students as the class.
Assess the merits and demerit of the different approaches.
We are looking for a wide range of approaches that recognise the power of body
language. Specifically the use of levels (standing, sitting crouching). Which of
these serve your purpose to ensure purposeful enjoyable learning?
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
Appendix:
Below are two very simple guides to voice production. Jane Oakshott’s course
looks quite interesting and covers some of the skills mentioned above.
The Total Communication is a brief description of some key thoughts on voice.
Jane Oakshott
May 2007
Skills Centre
University of Leeds
Presentation description - Jane Oakshott BA, MA, LAMDA (Gold), MBE is a voice
and performance coach working with professional voice users in business, the
professions and the arts; e.g. public speakers, lawyers, actors. Jane is Trustee of
the Voice Care Network UK and an accredited trainer for the Law Society of
England and Wales.
http://www.skillscentre.leeds.ac.uk/resources/presentations/voice/altversion.html
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)