Teacher presence：老师的存在.doc

Teacher Presence Suggested Lesson PlansSession 1: Who we are and where we stand.Objectives: - 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 teachers position in the room: 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. 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.Discussion Points:Consider the room plan and teaching from: the front the side the centre the backWhat 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: 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 (its not what we say, its the way we say it).Objective:- 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 dont 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 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 ?Session 3: Body Language (what it says and the way we may use it)Objectives:- 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. 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: Our controlo Body shapeo Facial expression Reading studentso Body shapeo Facial expression1. What are the key messages that you want to give in classroom every time you walk in?We are looking for: 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: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 lear