Read the information on what teachers should wear and express your point of view whether the teacher's dress code should exist.

How What You Wear Affects

What You Accomplish as a Teacher

 

Outer appearance is their first indicator of these inner characteristics. Here are some of the factors that go into choosing your teacher attire: comfort, professionalism, individual personality.

Use the following guidelines whenassembling your teaching wardrobe:

• Loose-fitting and well-tailored is best. If you're a curvaceous womanly woman, avoid clingy tops and rump-hugging bottoms in favor of less distracting clothing.

• Stay stylish, but not too much so. You want to appear “with it” but you don't need to blindly follow every passing fad to a fault. Look for the classic in your closet or head to the mall for the old standards you still need. Men dress pants and tucked-in button-downs are best.

• Some people say avoid sleeveless. It's a personal preference, perhaps, but being sleeveless is too casual for the classroom.

• If you're young, be extra careful. No ageism here, just realism. It's likely that you are prejudged as lacking teaching experience and hey, it's probably true, right? If you are just starting out or look particularly young, take steps to make your appearance more mature. This goes for men as well as women.

• Makeup is not necessarily your friend. A peacock's palette on your lovely face is not exactly classroom-appropriate.

• For shoes, comfort is king. Avoid trendy too-high heels and opt for sensible flats that can last all day.

• Leave the bling at home. Don't chance an accident or the loss of meaningful jewelry. Simple, classic, and minimal are the key words here.

These general tips should set you off on the right track as a teacher putting you best foot forward and earning respect right off the bat.

 

Make up a list of do’s and don’ts that the teacher should follow while dressing for class.

3. Think of wear clichés which are typical of different teachers. Describe the style of dressing one would see in the class of a) Maths; b) Russian; c) P. T.; d) Drawing; e) Singing; f) English.

 

 

LANGUAGE FOCUS

1. Skim the text and fill in the gaps with the words which you think may suit.

 

Non-verbal Immediacy

Non-verbal immediacy … behaviors which reduce physical or … distance between people. Early researchers conceptualized immediacy as those behaviors … enhance closeness to and non-verbal interaction with another. In the instructional context, non-verbally immediate teachers reduce physical or psychological distance when they … their students in order to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body … and gestures, touch students, assume a relaxed posture and communicating …, and are vocally expressive.

 

Complete the sentences with the appropriate derivatives of the following words: refer, psychology, prefer, motive, initiative, punishment.

Verbal Immediacy

 

Verbal immediacy encompasses linguistic messages that convey interpersonal approach or liking, thus reducing the … distance between individuals. Students perceive as more immediate those teachers who use inclusive … such as “we” instead of “you,” expressions that minimize distance such as “this university” instead of “that university,” present tense instead of past tense, probability such as “will” instead of “may”. Also interpreted as verbally immediate behaviors are teachers' use of humor and self-disclosure in the classroom, calling students by name.

Immediacy research is grounded in approach-avoidance theory. Early conceptualizations of approach-avoidance observed that approach indicates …, positive evaluation, and liking, whereas avoidance indicates lack of preference, dislike, and, in extreme cases, fear. Thus, a person's affinity for or liking for another person may provide … to approach the other, to reduce the physical or psychological distance between them. The social impact of approach-avoidance behaviors may be further explained by theories of interpersonal attraction, i.e. affinity between persons and their propensity to interact in order to … or maintain a relationship. Among the many factors contributing to interpersonal attraction are proximity and reinforcement. Reinforcement suggests that “we like people who reward us and we dislike people who … us”. In anticipation of physical or psychological reward, then, one may employ immediate behaviors in order to approach another individual.