Vocal (Voice)
Expression
A.1.1 The Complete Teacher™ is sensitive
to any personal speech characteristics that
might distract from the teaching/learning
process and works to overcome these
impediments.
A.1.2 The Complete Teacher™ appreciates
the voice's role in communication and works to
maintain his/her own vocal fitness.
A.1.3 The Complete Teacher™ will
deliberately incorporate variations in vocal
pitch in order to improve verbal communication
with students.
A.1.4 The Complete Teacher™ will
deliberately raise or lower voice volume in
order to achieve a particular communication
goal.
A.1.5 The Complete Teacher™ will make
adjustments in the quality of his/her voice in
order to make a point, convey a feeling or
achieve some other desired goal.
A.1.6 The Complete Teacher™ will
deliberately vary the rate at which syllables
and/or words and/or sentences are spoken in
order to make a point or otherwise enhance
student learning.
A.1.7 The Complete Teacher™ will select
the appropriate form(s) and degree(s) of vocal
(voice) expression to use when communicating
with students in a variety of teaching/learning
situations.
Nonverbal (Physical)
Expression
A.2.1 The Complete Teacher™ is
sensitive to and avoids sending nonverbal
signals that can distract from the
teaching/learning process.
A.2.2 The Complete Teacher™ will
use facial expressions and eye contact to help
communicate with students.
A.2.3 The Complete Teacher™ will
use physical gestures as an aid to
communication.
A.2.4 The Complete Teacher™ will
communicate with students through appearance and
variations in posture.
A.2.5 The Complete Teacher™ will
move about the room in order to enhance various
aspects of the teaching/learning process.
A.2.6 The Complete Teacher™ will select
the appropriate form(s) and degree(s) of
nonverbal (physical) expression to use when
communicating with students in a variety of
teaching/learning situations.
Physical (Classroom)
Space
A.3.1 The Complete Teacher™ is
aware of the communicative effect of physical
space between interacting peoples (proxemics)
and uses this knowledge to advantage during the
teaching/learning process.
A.3.2 The Complete Teacher™ is
cognizant of classroom acoustics and will make
sure that students can hear what is spoken.
A.3.3 The Complete Teacher™ is
cognizant of sight lines within the classroom
and will make sure that students are able to see
what needs to be seen.
A.3.4 The Complete Teacher™ will
deliberately position him/herself within the
classroom (blocking) in order to make a point or
otherwise enhance student attentiveness and
learning.
Physical and
Instructional Props
A.4.1 The Complete Teacher™ is
aware of the various types of physical and
instructional props that can be brought into the
classroom and uses this knowledge to advantage
during the teaching/learning process.
A.4.2 The Complete Teacher™ will
practice with all physical props prior to their
actual use in the classroom.
A.4.3 The Complete Teacher™ will
test all instructional props prior to using them
to communicate within the classroom setting.
A.4.4 The Complete Teacher™ will
use physical props to secure and hold students'
attention.
A.4.5 The Complete Teacher™ will
use physical props to help convey information to
students.
A.4.6 The Complete Teacher™ will
sometimes use students as props in order to
enhance the learning process.
Role-Playing
A.5.1 The Complete Teacher™ has
formulated a clear conception of what it is like
to look and act the part of a teacher and is
able to perform that role accordingly.
A.5.2 The Complete Teacher™ will
sometimes assume the role of narrator and/or the
identity of one or more characters when
storytelling or reading stories to students.
A.5.3 The Complete Teacher™ will
sometimes use role-playing techniques in order
to attract and hold student attention.
A.5.4 The Complete Teacher™ will
sometimes use role-playing techniques in order
to convey information to students.
A.5.5 The Complete Teacher™ will
sometimes use role-playing techniques to
stimulate discussion and to better communicate
with students.
Generating
Surprise
A.6.1 The Complete Teacher™ will
use the unexpected (cognitive dissonance) as a
pedagogical tool to gain students'
attention.
A.6.2 The Complete Teacher™ will
use the unexpected (cognitive dissonance) as a
pedagogical tool to maintain attentiveness by
relieving boredom.
A.6.3 The Complete Teacher™ is
aware of the impact that dramatic surprise
techniques can have upon students' senses and
looks for opportunities to incorporate these
techniques into his/her lessons.
Creating
Suspense
A.7.1 The Complete Teacher™ will
use intrigue as a pedagogical tool to gain and
hold student interest.
A.7.2 The Complete Teacher™ will
create sufficient tension within the classroom
to prevent student from becoming complacent.
A.7.3 The Complete Teacher™ is
aware of the impact that dramatic suspense
techniques can have upon students' senses and
looks for opportunities to incorporate these
techniques into his/her lessons.
Using
Humor
A.8.1 The Complete Teacher™ is
aware of the various categories of humor that
can be brought into the classroom and uses this
knowledge to advantage during the
teaching/learning process.
A.8.2 The Complete Teacher™ will
use constructive humor in establishing rapport
with his/her students.
A.8.3 The Complete Teacher™ will
use constructive humor as way to soothe
difficult classroom moments.
A.8.4 The Complete Teacher™ will
use constructive humor to put students at ease
and to encourage them to take risks within the
classroom setting.
A.8.5 The Complete Teacher™ will
select the appropriate form(s) and degree(s) of
humor to use when communicating with students in
a variety of teaching/learning situations.
