One of the best ways to connect with our learners and keep their focus. Hold your gaze with one learner for about 15-30 seconds before changing to another learner. They are likely to pay more attention when they know you\u2019re speaking directly to them. It also helps them feel seen.<\/p>\n
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- Be Expressive and Use Gestures<\/b><\/li>\n<\/ol>\n
Inspire learners to become involved with the lesson. Hook their brains. Retention rates are low on verbal material but increase when you add in memorable nonverbal cues for the brain to file away as an association.<\/p>\n
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- Keep Your Arms Open<\/b><\/li>\n<\/ol>\n
An open body position signals an invitation. It welcomes brainstorming and new ideas. It also draws your learners\u2019 attention to you and thus they will be more likely to hear what you have to say.<\/p>\n
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- Praise with Your Whole Body<\/b><\/li>\n<\/ol>\n
Nod your head. Give a thumbs up\u2013maybe two! Raise your hands in excitement. Show them they are on the right path and they will be more confident in continuing down it.<\/p>\n
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- Adopt a Thinking Pose<\/b><\/li>\n<\/ol>\n
Hold your chin, tilt your head. This will signal to the student you are looking at to ponder the question. It inspires curiosity.<\/p>\n
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- Smile<\/b><\/li>\n<\/ol>\n
This is the most important. Students connect best with teachers who want to be present with them, who love learning and want to share that passion.<\/p>\n
The following phrases can also really help:<\/p>\n
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- \u201cI\u2019ve heard what you said\u201d.<\/i><\/li>\n
- \u201cStory writing seems to be a problem, what\u2019s our goal, let\u2019s make a plan, great, we managed to do it!\u201d<\/i><\/li>\n
- \u201clet\u2019s stop and think for a moment\u201d.<\/i><\/li>\n
- \u201cYou are refusing to come to gym which shows me that you might be feeling anxious or scared about something.\u201d <\/i><\/li>\n
- \u201cYou are upset at the moment. That\u2019s fine. I am here to help you. We can sort this out.\u201d<\/i><\/li>\n
- \u201cWhen we feel angry we can\u2026That helps us to feel calm again. Then we can re-join the group\u201d <\/i><\/li>\n
- \u201cEveryone feels angry sometimes. Let\u2019s look at what you can do when you are angry.\u201d\u00a0<\/i><\/li>\n<\/ul>\n
<\/p>\n
The PACE Approach<\/strong><\/p>\n
Dan Hughes (Clinical Psychologist, USA) promotes the PACE approach, which our EP colleagues in Fife also recommend.<\/p>\n
![](\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/relationships\/uploads\/sites\/14030\/2023\/09\/05101507\/pace.jpg\")
<\/p>\nPlayfulness<\/em><\/p>\n
This is about creating a fun, light and playful atmosphere when communicating with the child. It means using a light tone of voice, like you might do when story-telling, rather than an irritated or lecturing tone. It is about having fun and expressing a sense of joy. Relating with a playful attitude keeps the interaction light and upbeat. It can help diffuse a difficult or tense situation. Children are less likely to respond with anger and defensiveness when the adult has a touch of playfulness in their communication. Being playful could mean having fun with shared games or a shared activity that involves you both. Having a playful stance isn\u2019t about being funny all the time or making jokes when a child is sad. It\u2019s about helping children be more open to and experience positive connection. While such a response may not be appropriate at the time of risky or distressed behaviours, when applied to low level behaviours, playfulness can help keep it all in perspective.<\/p>\n
Acceptance<\/em><\/p>\n
This is about accepting that whatever the child (or you) are feeling right now is ok. You are accepting their thoughts, feelings and perceptions without judgement. You may not agree with their interpretation, but you accept their feelings about it. It is their <\/i>experience and this is important. Don\u2019t minimise or invalidate it. Show them it\u2019s ok to feel the way they do \u2013 actively communicate to the child that you accept their feelings and thoughts underneath the observable behaviour. For example, a child may tell you \u201cI know you hate me\u201d<\/i>. It is tempting to respond with \u201cthat\u2019s not true\u201d or \u201cdon\u2019t say that\u201d but this may leave the child feeling that you really don\u2019t understand what it\u2019s like for them. Instead, through using P<\/b>A<\/b>C<\/b>E <\/b>we could respond with \u201cI\u2019m sorry you think I hate you, that must feel awful, no wonder you\u2019re angry with <\/i>me\u201d <\/i>or \u201cI didn\u2019t realise that you feel like that, I\u2019m sorry it feels that way to you\u201d. <\/i>Acceptance does not mean you have to accept the behaviour if this is harmful to themselves or to another person.<\/p>\n
You can limit the behaviour while at the same time understanding and accepting the motives for the behaviour. Convey your acceptance through your tone of voice – try using a \u2018story-telling\u2019 or gentle tone, showing your interest, showing your understanding and maintaining a non-judgemental stance. Acceptance is most clearly conveyed through non-verbal communication.<\/p>\n
Curiosity<\/em><\/p>\n
This is about approaching children with an air of curiosity. Seek to understand what it is that drives them. What is important in their life? How can you get to the core of who they are and bring out the best in them? Curiosity means you don\u2019t judge them so quickly. You can ask more questions of them, as you are curious to know more about them.<\/p>\n
Curiosity involves a quiet, accepting tone: \u201cWhat do you think that was about?\u201d <\/i>or \u201cI wonder what\u2026?\u201d <\/i>You say this without anticipating an answer or response from a child. This is different from asking the child, \u201cWhy did you do that?\u201d <\/i>with the expectation of a reply. Children often know that their behavior was not appropriate. They often do not know why they did it or are reluctant to tell adults why. If an adult can stay curious about why their child is behaving as they are, the child and adult are less likely to feel cross or frustrated. With curiosity we are trying to show we simply wish to understand why<\/i>. We hope to convey that\u00a0our intentions are to truly understand and help the child, not to lecture.<\/p>\n
Empathy<\/em><\/p>\n
Empathy is about putting yourself in someone else’s shoes and allowing yourself to feel what they must be feeling. It gives us a sense of compassion for the child and their feelings. This is essential in helping a child feel understood. When someone really understands you, it can make a big difference to how you cope. Being empathic is not about reassuring the child (which tries to make the problem go away) but about being with them in the moment, carrying and containing their big emotions. This lays the foundation for connection. With empathy, when a child is sad or in distress we are feeling the sadness and distress with them and letting them know that. We demonstrate that we know how difficult an experience is for them. We are telling them that they will not have to deal with the distress alone. Together we will get through this. The adult will stay with the child emotionally, providing comfort and support, and will not abandon them when they need the adult the most.<\/p>\n","protected":false},"excerpt":{"rendered":"
Below are 6 ways to engage with & empower your\u00a0 learners. Eye Contact One of the best ways to connect with our learners and keep their focus. Hold your gaze with one learner for about 15-30 seconds before changing to another learner. They are likely to pay more attention when they know you\u2019re speaking directly … <\/p>\n
- \u201cStory writing seems to be a problem, what\u2019s our goal, let\u2019s make a plan, great, we managed to do it!\u201d<\/i><\/li>\n
- \u201cI\u2019ve heard what you said\u201d.<\/i><\/li>\n
- Smile<\/b><\/li>\n<\/ol>\n
- Adopt a Thinking Pose<\/b><\/li>\n<\/ol>\n
- Praise with Your Whole Body<\/b><\/li>\n<\/ol>\n
- Keep Your Arms Open<\/b><\/li>\n<\/ol>\n