Teacher Awareness Series I: Eye Contact

by Jean Schedler, Ph.D. Educational Consultant

Welcome to the first article focusing on what we as classroom teachers/clin­icians can do to increase our awareness of our students.

The five behaviours selected are the five specific things, which I have learned to do to increase my own professional awareness in classroom and clinical settings.

The idea is to share one teacher awareness/behaviour at a time so as to provide you with the opportunity and time to practice and become comfortable in the one task, before building on another task.

If I were limited to sharing one and only one behaviour that increased my student awareness as a teacher, it would be this one – eye contact! I know you are thinking – “eye contact!!?? – I do look at my classroom students! What is she talking about?”

Ah – but are we really “looking our students in the eye”?

Firstly, are we even “looking” at our students when we instruct or give directions?

Or are we reading off a piece of paper or out of a book or facing the blackboard or walking around the room? Stop!

Stand where all the students can see you, wait for them to get quiet and look at you and then instruct in a clear voice with nothing blocking your mouth as you speak. You are now in a position to survey your students. Are the students exhibiting listening behaviour or are they distracted?

Discuss, demonstrate and practice what listening behaviour looks like. When a student responds or asks a question – we as teachers need to also exhibit listening behaviour. Are we truly focused on the student when it is our turn to listen?

Now that teacher and students are able to focus and listen appropriately – use eye contact to gather diagnostic data. The teacher uses eye contact to ensure that the student(s) are focusing on what is being said.

Unless the teacher is sure the student(s) has heard the instruction – it is difficult to hold the student accountable for the content of the instruction.

If we teachers find ourselves describing a student as “he just doesn’t pay attention!”, the questions we need to ask is “why” or “what is the student doing” if/when he/she is not paying attention. And, what can I, as the teacher, do differently to ensure the student is attending.

To learn more about Dr Schedler’s September 2009 Workshops and Training in Reading intervention materials (Sonday System) contact Read Auckland info@readauckland.co.nz or tele­phone 09-529 1381.