This document provides guidance on effective teaching strategies focused on communication, discipline, and building presence in the classroom. It emphasizes controlling body language to show leadership, listening to students, using positive reinforcement, establishing clear rules and consequences, and modeling good communication to build trust and engagement. The overall message is that teaching is about more than just imparting knowledge - it's about how teachers interact with and guide students through challenges of adolescence with respect, empathy, and consistency.

2. ACTIVITY
“WHY”

3. Every relationship has its basis in…
COMMUNICATION
BRIDGE
BEYOND TEACHING

4. VALUES WE
COMMUNICATE
Respec Empath
t y
Genuinenes
Trust
s
Professionalis
m

5. Equality Being
Punctual
Fair
Professionalism
Maintain Knowledge
Confidentiality of Subject

6. BODY LANGUAGE
Gestures
Voice
Pitch
Eye
Contact
Posture

7. The aim of good teaching "is to have
presence"
— but what is presence?
PRESENCE is about
controlling your body
language in a way that
shows you are in charge
of the classroom.

8. Body I’M YOUR
Langua
ge LEADER
• Be at your door to welcome pupils
when they arrive.
• Stride in confidently and greet the
class with a loud, clear and upbeat
voice.
• Use the whole classroom.
• Use your face.
• Keep your body language open.

9. ATTITUDE MATTERS!
How are adolescents different from younger
children?
• Both Mind and Body Changes
• Priorities Different
• Questioning
• Discovering Independence
• Discovering Freedom
• Mind of their own
Remember it’s a different generation!
Compartmentalize your life!

10. CONGRUENCY
Values should match your
teaching…
Actions should match your words!
Do as you would want others to do to you!

11. Lecturing Unreasonable
or Sarcasm
Moralizing
COMMUNICATION
Labeling BLOCKERS Bringing
or Name up the
calling past
Comparisons
Blaming or
Accusing Orders and
Threats

12. Words have a way of lingering
long and poisonously…

13. HEALTHY WAYS OF
COMMUNICATING
1. Class Climate should be
supportive and not defensive.
1. Listen with full attention – both
verbally and through body language
2. Do not plead – Be firm and
assertive.
3. Praise.
4. Use humour - You're having a laugh!
5. Encourage Autonomy

14. 7. Deal with their feelings.
 Listen quiet and attentively.
 Acknowledge with a word
and gesture .
 Give the feeling a name,
 All feelings can be accepted,
certain actions must be
limited.
To acknowledge is different from
agreeing
Do not repeat exact words

15. 8. I- Messages. You
Messag
• State a problem, without blaming es
someone for it.
• It protects self esteem, clarifies
and lessens misunderstandings,
preserves quality of the
relationship.
“I feel _ _ _ _ _ _ _ _ _
when you _ _ _ _ _ _ _ _ _
because _ _ _ _ _ _ _ _ _ _ _ _
and would really prefer it if _ _ _ _ _ _ ”

16. DISCIPLINE
It means to teach and guide – it does not
mean to punish or control.
• Do not engage in a power struggle.
• Avoid power plays, especially in front of
his classmates.
• Structure your interactions around
mutual respect.

17. DIFFUSE POWER
STRUGGLES BY
1. Repetitive Instructions.
• Use a quieter voice each time,
and call the student's name.
2. Humour.
3. Inquire about a student's anger.
4. Share Power. Negotiate.
5. Postpone the Discussion.
6. Free students from roles.

18. ENGAGE COOPERATION
• Describe what you see, or the problem
• Give information.
• Say it with a word.
• Describe how YOU feel.
• Write a note.

19. ESTABLISH RULES, LIMITS
AND CONSEQUENCES
• Establish age appropriate rules and
limits.
• Have your child participate in setting
rules and consequences.
• Be consistent.
• Set consequences that can be
completed quickly.
• Give them a chance to try again
• Establish trust.

20. Natural and
Punishment Logical
Consequence
s
• Punishment is deliberate deprivation of
something for a set periods of time.
• Consequences is the natural result of
behaviour.
• Logical Consequences
• Give them responsibility.
• Peer Intervention with no criticism!

21. EFFECTIVE DISCIPLINE
• Teaches self-control.
• Enhances self-esteem.
• Teaches respect for others.
Be a good role model

22. QUESTIONS
If I use these skills
appropriately, will it work every
time?
OUR CHALLENGE –
TO MODEL AND TEACH
EFFECTIVE
COMMUNICATION IN
OUR CLASSROOM.

23. ? How many of you remember your
teachers?
? Do you remember them for all the
good that they have taught you?

24. A TEACHER CAN
DO MAGIC!

25. WHAT KIND OF
TEACHER DO YOU
WANT TO BE?