I wanted to explore this theme a bit more after focusing on it more in a recent trainer training course.  It was a great reminder about it because it is something we all do from our very first lesson!

What we say during the lesson and more importantly, how we say it can really affect the dynamics, the understanding, the atmosphere or even the outcome during a lesson and so it is essential we think about this, plan it and reflect on it.  This is equally important for teachers as it is for trainers.

Harmer (2004) explains the manner of a teacher’s interaction with their student/s is an essential teacher skill that does not need technical expertise but requires teachers to have empathy with the class.  I would agree with this and I also feel that for most of us that this comes naturally as this role attracts kind, like minded types of people!  Harmer (2004) adds that parents appear to be able to adapt to their audience by using more exaggerated tones of voice, attempts to make eye contact, often use limited vocabulary and use less complex grammatical structures (than they might with adults) – all techniques to speak more simply, plainly or to communicate more effectively.  He also adds this is all done unconsciously – a seeming natural ability to ‘rough-tune’ as a way to simplify what is said.  Aiming not for a perfect way to communicate but that the hope of general idea will be put across to the child or student. 

I have said for quite a long time now that teachers need to be able to ‘read’ the class and again Harmer (2004) puts this quite well: teachers or parents have empathy that allows them to almost feel whether the level of language they are using is appropriate for the audience they are addressing.  So, when a teacher cannot ‘read’ the class very well there is a friction or gap, so it may not run so smoothly. 

Harmer goes on to say about when talk is important – when giving instructions.  I would add here that it is important at almost all parts of the lesson and in particular in feedback and wrap up when the teacher is assessing if their learning aim/s has been met and that the students are leaving the classroom with a new/further language tool they can use.  This is what I mean when I hope the teachers can ‘read’ the class – see understanding in their faces or eyes, judge level or ability with some ease because the students are getting on with the task, comfortably error correct that doesn’t feel negative or watch at the end of the lesson if anyone approaches the teacher with a question.  These are just some small examples – we are constantly ‘on stage’ so observing your audience is key to your next (scripted) move.  Reflecting on this regularly and looking for ways to identify this or improve it are also key here so our lessons remain successful.

I am a trainer on Trinity Cert Tesol courses and Trinity Dip Tesol. I also deliver my own training: Canva for ELT Professionals. You can email me at: clare@hayward-ELT-training.com or look out for my socials with news on up coming Canva for ELT courses or webinars (there is a regular free webinar about Canva for ELT too!)