Teaching Tip (1) Language in class

As teachers, we know that classroom communication is not just about the language or content of the subject matter, it is also about the respectful, inclusive, and learning-orientated interaction among the teacher and the students. So as a professional, we want to be concise, clear, engaging, and understanding in our communications, especially in class. (where verbal signals can also be used in classroom management)

Thus, I am trying to note down some great examples I see so that I can use them in similar circumstances:

Scenario 1: 

The students are having lots of responsibilities/projects lately, as the teacher, you are aware of that, but you are also firm about the work/homework you are assigning to them--Instead of inserting yourself forcefully, you could be understanding and encouraging, and simply say “I'm confident/I trust that you could manage it”

Scenario 2--maybe more with students of a younger age: 

One student, in particular, is talking in class, he or she does not quite understand the current problem/example you are trying to solve, instead of reprimanding him/her directly, you could ask the student to read the problem out loud--it is a good way not just to get theirs & everyone else's attention, but also a great point for you to find out where their confusion(s) are

Scenario 3--There are studies that show it is better to praise a student for their work/skill/quality rather than just say something like “you're brilliant!” or “that's very smart”, but today we'll look at a different detail:

After praising one student, it would be great to mention that you are not making comparisons amongst the students, but just really appreciate/would like to encourage the action/attitude of that student

Scenario 4--When trying to encourage practice (especially in math courses/topics/problems):

The teacher could make references to sports (as many teenagers are interested in sports), and ask the students how they get better in sports --most would reply that it is by practice --then the teacher could refer back to math and make the connection to class content, and introduce the necessity of having more practice when learning math/trying to understand math questions

Scenario 5--When there's an obstacle in learning or when the student(s) aren't getting something:

The teacher could make references to video games (even though we are definitely not encouraging students to play video games, but many teenagers are still interested in that), and tell the students that similar to when they are playing video games, when there's an obstacle at the moment, then you know that you're going to get a new skill or is already on the verge of breaking through. This is related to many students' interests and can encourage them in self-confidence and motivation 

Scenario 6--When students are complaining about a difficult test/quiz/problem:

Let them know that instead of relying on class notes very heavily in a word-for-word manner, the subject content is more diverse and should be understood through more hands-on work such as practice. Also, the teacher could mention that in class, they are not just learning about formulas and theorems, but also resilience and study methods--things that could be useful even after they graduate from one class/subject

I will be updating this article as I progress myself, and please feel free to share more info with us in the comment section below~ Thank you!