7 Simple Body Language Tricks to Fix Classroom Behaviour
Look at your non-verbal cues to engage your class, build positive relationships, and take control of behaviour
Your class are a nightmare, and the students just don’t listen. Your well-planned lessons and resources are wasted if behaviour prevents learning. Improving non-verbal communication can transform your class and help you to be an effective teacher.
Your body language speaks volumes
Most communication is non-verbal. How you sit and the position of your arms, all send out messages. Even when you’re silent, your body still says lots about your feelings.
Before children can talk, they will have learned that arms opened wide are a signal for a cuddle and a sign of affection, whilst a frown will mean they are in trouble. By the age of five children can begin to read non-verbal cues to work out who is in charge.
Non-verbal Cues we Use to Read Emotion:
- Facial Expressions
- Body Movement and Posture
- Gestures
- Eye Contact
- Touch
- Voice/ Tone
How to use cues to improve behaviour
Often behaviour training can focus on using rewards such as stickers, house points, and trips. These reward systems are very effective in the short term. However, they will not work consistently for very long in a classroom where the children seem to be in charge.
Sorting your non-verbal cues can send a signal to students that they need to respect you.
1: Posture
Picture someone who has lost their job. Are they hunched over? Looking down? Within seconds students have analysed how you are feeling about them. If they see you looking small, vulnerable or anxious, they will begin to show the behaviours you were worried you would be facing.
Imagine the children walking into your classroom. They see you standing confidently, making an A shape with your body, legs slightly apart. You look them directly in the eye with hands on hips. You appear welcoming but in charge. The children pick up on your sense of power and respond in a positive way.
Take Action: Check and correct your posture. Imagine a string pulling up your head to help you stand tall.
2: Position in the classroom
When animals sense danger, their first instinct is to hide. In your classroom, you might use your desk as a barrier against the class. Avoid this mistake by thinking how you arrange your room and your position within it.
Some teachers have ditched their desks altogether, but if this isn’t feasible, push it against a wall to make it a place to go to, rather than hide behind. Confidently owning your space will show students that they are in your room.
Stand near the door to welcome them and walk the perimeter of your room to show it is your territory.
Take Action: Stand by the door when students enter. Think about moving your desk to prevent you from retreating to it.
3: Gestures
Ever walked past a couple having an argument even though you can’t hear them? Chances are you can read the gestures they are using to emphasise their words.
Gestures are an important addition to our language that support and strengthen instructions. Pointing, putting a finger over your lips, and raising eyebrows, all support understanding. A lively person is far more interesting to watch than a wooden one.
Children who struggle with behaviour face a constant barrage of instructions and reprimands. They switch off from long-winded conversations. Gestures, without all the talk, can create a different way of communicating.
Use ‘mirroring’ to consciously reflect the position of a student to make them feel comfortable when speaking to you. Copy their posture and watch how relaxed they become.
Take Action: Experiment with reducing speech and increasing gestures with children showing poor behaviour.
4: Eye contact
People make a judgment about someone within seconds. Make each time you meet your class an opportunity to sell them a positive impression of you. Make eye contact with your class from the minute they arrive.
When people keep their eyes down, it looks vulnerable and submissive. Children pick up on this and you find your control compromised. Maintaining deliberate eye-contact shows your ownership of your classroom.
Take Action: Greet your class with a smile and clear eye-contact.
5: Facial expressions
Showing emotions supports what you are saying. Think of the difference when you praise a child if you also smile and lean slightly towards them. They don’t just hear your praise; they feel it too.
Raised eyebrows, glaring eyes, and pursed lips can make you feel somewhat of a caricature; however, children can struggle to read your emotions through words alone. Perfecting a ‘teacher look’ might give you wrinkles but will help you with classroom management.
Do you have a child always calling out in your lessons?
- Make a shocked gasp to catch their attention
- Point to your mouth to show them what they have done
- Maintain eye contact and gently shake your head
Make a tally chart of shout-outs to share privately with the student, to raise their awareness and reward progress made. Tackling behaviour doesn’t always require your voice.
Take Action: Let your emotions show clearly on your face to support your spoken words.
6: Touch
Schools, quite rightly, have robust policies to safeguard students. Staff must ensure that they never touch students inappropriately. But when used sensibly, social touch can support behaviour. A high-five, pat on shoulder or handshake can be an effective form of praise. Touch can reinforce the impact of your message and build a rapport.
Remember:
- Always follow your school’s safeguarding policies
- Never touch a student when you are alone with them
- Make social touching obvious- never a secret or private
- Make your high-fives inclusive — check you don’t single out a student or group of students
Be aware that for some children, particularly those on the autistic spectrum, touch may be unhelpful and unsettling and should be avoided.
Take Action: When praising a child, add in a pat on the shoulder or high-five if you feel the student will respond positively.
7: Volume and tone
When you are shouting, you’ve already lost. Instead of raising the volume, make your feelings clear through your tone of voice. It’s much more effective and feels less aggressive.
Try these tips to improve the way you use your voice:
- Go low- Deliberately drop your voice. A 3–2–1 countdown in a clear, low voice can work wonders.
- Go loud then quiet- Try a short loud command and then immediately get quieter. Once you have their attention you can modify the volume of the class by making them listen harder.
- Get the right tone- Avoid sarcasm and make sure your tone of voice matches your words.
- Avoid shouting- Nothing screams ‘out of control’ than a shouting teacher. If you feel yourself losing control of yourself, stop and take a few deep breaths before speaking.
- Wait for quiet- Don’t battle over the children’s voices. Wait for a lull before carrying on.
Final thoughts about teacher body language
Simple changes in non-verbal communication can work wonders for behaviour. You create positive relationships and stop disruptions before they ruin your lessons.
Consider how you could modify your non-verbal communication. Plan a few simple changes and review your progress. Using an accountability partner is a simple way to ensure you follow through on your plans.
