1. Body Language and “You” Language.

When teachers encounter negative cases in the

educational environment, they should express their disapproval regarding these cases
without judging their students. When a teacher uses body language, he/she explains his/her
feelings more effectively and sincerely. In “you” language, there is no direct judgment of
others. This language helps students think about their behaviour and evaluate themselves
properly. “You” language can also be accusative, helping to cause weakness and conflicts
in the classroom;

2. Effective Language Use. Creating a democratic classroom environment enables students

to feel confident in the learning process. Students need to express themselves and take part
in a group where value is attributed to the student (Silman, 2007). When a teacher gives
feedback to students about their behaviors, he/she should avoid judgmental statements and
should guide the students to understand the consequences of their behaviour. The more the
cognitive level of students develops, the more the level of effective language use increases;

3. Using of Body Language. Communication should be maintained, not only orally, but also
through making eye contact, body language (smiling, approval by nodding, blinking, etc.),
walking style, etc. (Başar, 2005). In order to create such an environment in the classroom,
the personal knowledge of the teacher should be sufficient. Body language skills are
acquired, at first, by formal education and then through ordinary life;

4. Making Eye Contact. Making eye contact has great value in the classroom. This is
because if the listener makes eye contact with someone else, they are listening to him/her
rather than the teacher, and gives value to him/her. Making eye contact is important in
preventing distractions and distractibility (Habaci, 2013, p. 272). It is an efficient technique
in a classroom, which also helps control the classroom in general. If a teacher makes eye
contact with all the students in the classroom, this will motivate them;

5. Interpersonal Social Distance. Social distance of people to each other in everyday life
specifies and influences the quality of relationships (Tayfun, 2007). A distance of 50 cm is
our personal confidence zone for family members and close friends. Colleagues can enter
a zone of only 50 cm-120 cm. If the distance increases, communication will become very
formal (Tomul, 2005). The distance between people is crucial for the robustness of
communication. The distance setting should be given according to the sincerity of people
wishing to communicate with each other (Habaci, 2013);
6. Empathetic Approach. Empathy is defined as the ability to understand others by
imagining oneself in another person’s place. Empathetic listening leads to an understanding
of people’s judgments. If two-way empathetic communication is maintained in a
classroom, judgments, prejudices, and unfriendly criticism are removed;

7. Positive Determination. Determination is defined as defending a view to the end without

conceding. Positive determination means expressing a problem or a subject frankly by
using body language and active behaviour (Silman, 2007, p. 46). Negative behaviour in
the classroom can be combated by the teacher by using an effective language style and
body language. Gestures and mimicking are also very important; and

8. Waiting Period. An exact waiting period for a question is crucial for the effectiveness of
the response (Habaci, 2013).