DEVELOPING

BODY LANGUAGE
FOR TEACHERS IN
LANGUAGE CLASSROOMS
 CONTENTS
1.INTRODUCTION
2.DISCUSSION
3.DEMO-TEACHING
4.WRAP-UP
WORKSHOP OBJECTIVES
➤ help teachers realize the importance of body language
in classroom
➤ help teachers make good use of body language to
enhance teaching and learning
➤ provide teachers with some situations in which body
language can be used in classroom
➤ share experience and discuss strategies for applying
body language to language teaching
01
INTRODUCTION
KAHOOT
How important is body language to language teaching?

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How often do you use body language to teach a new
vocabulary or grammar point?

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How often do you use body language to manage you
classes?

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The most important thing
in communication is
hearing what isn’t said.
- Peter Drucker -
 Features of body language

1. Eye contact
2. Facial expressions
3. Hand gestures
4. Postures
 Purposes of using body language

• enhance effective delivery of the lessons

• arouse students’ interest in learning
• make abstract concepts become more understandable
• compensate for difficulties with verbal messages
• assist both teachers and learners in classroom
communication
02 DISCUSSI
ON
Question 1: What body
language have you been
using to control/manage
your classroom?
Question 2: Which body
language should be used
and which ones
should be avoided?
Question 3: Give some
examples about applying
body languages in your
classroom that create
misunderstanding or
negative feelings amongst
students and teachers?
 DISCUSSION

Question 1: What body language have you

been using to control/manage your
classroom?
 1. Hand gestures
ANSWERS • pointing
• describing things
• doing thumbs up
2. Postures
• standing
• walking
• leaning
3. Facial expressions and eye
contact
• smiling
 DISCUSSION

Question 2: Which body language should

be used and which ones should be
avoided?
 1. SHOULD
ANSWERS • be aware of its importance
• make good use of body language
• keep friendly appearance and
welcoming attitude
2. SHOULDN’T
• use actions that distracts students
• have rude and unfriendly
appearance
• express negative feelings
 DISCUSSION

Question 3: Give some examples about applying

body languages in your classroom that create
misunderstanding or negative feelings amongst
students and teachers?
 • Staring => look forward to student’s
ANSWERS
response >< make them feel
stressed
• Pointing: to call students >< be
impolite
• Holding arms: look professional ><
feel unconfident
03
DEMO-
TEACHING
 Question 4: How
do teachers apply
Demo Teaching 1 body language in
teaching
• When teaching new language points languages?

Demo Teaching 2
• When interacting with learners

Demo Teaching 3
• When managing the classroom
DEMO-TEACHING 1
When teaching new language points
 Teaching vocabulary (actions verbs)
1

RUN
Version 1
Verbal explanation Version 2
only
Verbal explanation +
body movements

Which version is better?

Could you share your experience?
 Teaching pronunciation
2

INTERESTED
/ˈɪn.trɪ.stɪd/

Version 1
Verbal explanation Version 2
to indicate the
numbers of syllables Verbal explanation +
fingers to indicate the
number of syllables
 Teaching structures
3
 Present
Continuous
DEMO-TEACHING 2
When interacting with learners
1 Inviting students

Version 1
Pointing at
students Version 2
Palms opened

Which version is less offended?

2 When listen to students’ answers

Which one shows your interest and attentiveness?

DEMO-TEACHING 3
When managing the classroom
EVERYBODY
STAND UP!
“Everybody!
Clap once!
Clap twice!
Clap to the air!”
“Everybody!
IF YOU HEAR MY
VOICE,
MAKE WATER
FINGERS!
“Touch your eyes
Touch your ears
Touch your mouth
Touch your nose
Sit down
Hands on table
Fingers on mouth
Be quiet!”
04
WRAP-UP
What is your key learning from the session?

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How would you rate this session?

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 Audience Q&A Session

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THANKS

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