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Communication Skills & Strategies
Thinking about Communicating
I did not sleep the night before the first day I taught in a U.S. classroom. I had to go over the lecture I had prepared many times (even then I was nervous when I got to class). When I walked into the classroom, I could almost hear the students say ‘not another international TA.’ I was dreading making a mistake and felt that the students were just waiting for me to slip up. But then, after all, the students turned out to be very nice and friendly and made me feel a lot at ease.
– Ryan Pereira, ITA, Biochemistry, India
As they think about teaching their first class at The Ohio State University, international instructors often express concern about their own language and communication skills. Much of that concern may arise out of second language anxiety; some of it also grows out of expectations these instructors have regarding their role as teachers, expectations that can be intimidating. Like these instructors, you also might envision yourself standing alone in front of your U.S. classroom, assuming the role of the expert, and imparting knowledge to your class. You might be concerned that your students will be sitting back listening to you, judging your presentation, and noting your mistakes in English. But communicating in a U.S. university doesn’t have to be this way; it shouldn’t be this way. First of all, you should know that speaking perfect English is clearly not the deciding factor in successful teaching: every year, international TAs and faculty, with varying degrees of accent, are among Ohio State’s winners of Distinguished Teaching Awards. Moreover, as research shows, effective teaching involves other dimensions besides simply providing information and speaking clearly. There are other skills and strategies you can learn to complement and enhance your classroom communication.
This chapter will (1) give you hands-on strategies for building and maintaining classroom communication as a two-way street; (2) help you identify and reflect on some important structural aspects of classroom language; (3) discuss the importance of checking and clarifying communication; and (4) direct you to further sources that will help you improve the communication between you and your students.
To minimize your “teaching” anxiety, it’s useful to think about classroom communication as a two-way street: you and your students working together to create an active learning environment. You can begin the first day of class by motivating students to create, with you, that open environment and to remove any roadblocks to communication.
To open the way for two-way communication, first try shifting your attention to your students. If you focus on helping your class feel comfortable with you and confident that you care about communicating with them, you soon may find that you have forgotten about your own anxiety.
First, look at your students when you walk into your classroom and consider how they may be feeling. You may notice that some react with surprise when they learn that you are not from the United States. Others may feel anxious when they recognize that you are not a native speaker. You can help them feel welcome in your class and comfortable with you by greeting them with a smile and introducing yourself. Because your name and its spelling or pronunciation may be unfamiliar to your students, make sure you write it on the board and explain how to pronounce it. Tell your class on the first day what you would like them to call you. See Strategies for Classroom Interaction for ideas on how to introduce yourself and how to help your students feel comfortable in your class and interested in learning from you.
Next, and most importantly, talk to your students about your language. The first day of class is the time to discuss this. Talking openly about your English will help to relieve tensions or concerns students may have about it. But don’t apologize. Do tell your students that English is not your native language and that you know, for example, that your pronunciation may sound different from theirs, that you may sometimes make grammar mistakes, or that you may occasionally use the wrong word. Some international instructors report that it also helps to tell their students how long they have been studying English and then to tell the students that they are looking forward to this opportunity to speak English with them.
I talk to them whenever possible and help them with any questions that they have. I let them help me with my English if I have a problem with pronunciation, spelling, grammar, etc.
– Linghai Zhang, ITA, Mathematics, The People’s Republic of China
Demonstrate your interest in communicating with your students by telling them you would like to get to know them. The suggested tips and techniques in Strategies for Classroom Interaction will help you and your class enjoy this activity. As you introduce yourself and talk about your language and your commitment to successful communication, use non-verbal language to show your enthusiasm and your interest in working with them: smile, move around the room and toward your students. Check with them to make sure you are speaking loudly enough. Lean forward to listen when they speak to you. Most importantly, make eye contact. Move your eyes from student to student so that you include each of your students.
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