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How to Avoid Verbal Mannerisms When Teaching

Have you ever been sitting in class or in a lecture or listening to someone speaking with the same word or phrase repeatedly, (for example, ‘ah’; ‘OK’) so that it becomes distracting? Yes, you have!

We all have words or phrases that we tend to use often. One of these sentences can be “It’s good”. It is good to use these phrases often if they are used in the right context. However, it is not “okay” to use them as “space fillers” as you think about what you want to say next. A pause in your speech is best, as it can create a sense of anticipation in your students about what comes next and gives you a chance to gather your thoughts for what you want to say. Let your eyes roam around the class to make sure the class is ready for what comes next. This is a “space filler” at best.

As a teacher, one of your first responsibilities is to be as perfect an example as possible of the correct use of the language.

Using words like “well” often can show a lack of vocabulary. On the other hand, it could just be a nervous mannerism created by a lack of confidence in what you are doing or in your knowledge of the content or in the teaching approach you are using. You need to remember that as a classroom teacher, you always know more than most, if not all, of your students. Therefore, there is no need to lack confidence or be nervous.

On a more positive note, the use of these words may just be an automatic, involuntary “space filler” designed to give you time to think.

So what do you do to prevent it from becoming a distraction for your students?

First, you need to know what happened. Hopefully your teacher supervisor during your teaching practice will point this out to you and help you eliminate it before you start your career. When you start your career and suspect that you have verbal mannerisms, ask your teaching mentor to observe a lesson to check the situation.

Once you know you have these mannerisms, there are ways to avoid them.

1. Learn to pause in time instead of saying the word or phrase. So, because your conscious and subconscious mind works many times faster than you can speak, the pause in what you say will, in fact, be much shorter than you think. So, decide what to say and say it.

2. This is a good time to look around the class/audience to see how they react to what you say. Use this time to think.

3. Make a list of your verbal mannerisms and create a list of words or phrases that you can use to replace the “offenses”. Here are two examples:

okay, okay:

“Any questions? Are you happy with this? Do you have any problems with this? Do you agree? Got it? Do you need more information before we continue? Now. Next. Okay, let’s continue.”

Right:

“Correct. That’s correct. That’s right. That’s the correct answer. That’s the right answer. That’s right. Well done. Who agrees with that answer? Yes; Tom, do you have the answer?”

These are obviously simple examples. Even so, it is important to make sure that the alternative word or phrase fits well in the context that you are using. Otherwise, it will also become a distraction.

If you have a sense of pride in how you use the language, you will want to eliminate these verbal mannerisms and expand your operational vocabulary.

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