“To know how to suggest is the great art of teaching. To attain it we must be able to guess what will interest; we must learn to read the childish soul as we might a piece of music. Then, by simply changing the key, we keep up the attraction and vary the song.”

— Henri Frédéric Amiel (1821-1881) Swiss writer.

Personal Excellence

The manner in which a teacher interacts in a class reveals personal and interpersonal leadership skills of the teacher.

Surveys say, among many other points of personal excellence, teachers must give attention to the following three points:

1. Stimulating Student Interaction: Teachers teaching time is about 94-98% is in poor teaching, and about 70% in good teaching. Most teachers fail to entice students to enter into healthy, meaningful interactions.

2. How Not to Use Positional Authority: Students think for many teachers power comes from their position - and demand respect. Students expect the teachers to command respect through their passion to teaching or sincerity in their efforts. Other teachers are not liked by students. They are not considered credible. Students find it difficult to comprehend what they say.

3. Speak About Future: Students are going to live in the future. However, many teachers appear to be selfies (interested to speak only about their past), and insist that the old methods are only proven methods of success. They sound arrogant and don’t demonstrate any practical experience. If asked their response looks like emotional harassment.   

How does EdXcellence Teacher Communication Development System address this problem?


What do teachers need?

How is it achieved?


Teachers must ingrain the skills to enter into impromptu interactions and learn the unique skills to formulate quick answers to transfer knowledge effectively.

EdXcellence program builds the unique skill of Interactive Influence.  Teaching success requires knowing your students and being known to your students. A teacher's visibility can increase across the spectrum of students through the simple practices of feedback to the self and disclosure of the self.


Teachers must ingrain the skills to respond to any question with a natural in-built enthusiasm. Quick critical thinking.

EdXcellence Teacher Communication Simulator exposes teachers to their own unconscious incompetence, and establishes that there is an opportunity for improvement. Five critical thinking skills to respond on the spot.


Teachers must know how they look when they are asked with multiple, random, rapid questions from various directions.

EdXcellence Teacher Communication Simulator records sudden facial expressions when exposed to random and rapid questions  - for review and feedback.


Teachers must demonstrate higher value systems and beliefs that reflect the culture of the institution and the profession.

EdXcellence program includes the core values and concepts according the Malcolm Baldrige Criteria for Educational Excellence. This includes: visionary leadership, personal learning, valuing other staff members,  Agility, focus on the future, innovation-based learning, management by fact, societal responsibility, focus on results, and always maintaining a systems perspective.

Teachers’ Interactive Influence

If there is just one factor that determines a teacher’s effectiveness, it is his/her Interactive Influence.

Through speaking, the teacher builds likeability and credibility. Students recognise the sincerity, passion and persuasiveness in their teacher. They get confidence that the teacher is approachable. They love to comprehend what teacher says.

Bower and Hilgard report that learning from another human is a challenge for anyone. This requires the teacher to be humble enough to be aware of how the information is getting processed in the mind of his/her students. The teacher should speak with enough pauses and residual messages (saying the same thing in a different way throughout a talk) so the student will remember.

Teachers do their job - transfer of knowledge - through interaction. Efficiency of this defines their effectiveness. Research says, whatever be the level of domain knowledge he/she possess, a teacher will not be accepted to the students in the absence of love and trust.

This crucial fundamental of teacher communication development, interactive influence, requires balancing the foundational fulcrum of feedback to the self and disclosure to others.

Interactive influence comprises the practices of seeking and receiving feedback to the self (active listening, empathizing, attending, and dialoguing) and disclosure of the self (presenting self in conversations, presenting self in speeches to groups, and strategic networking). These practices allow the teacher a way to build his/her capacity to use interactive influence successfully.

The goal of interactive influence is to improve teaching effectiveness through multiple communicative interactions across the classroom. Interactive Influence can be defined as an adaptive ability to affect influence in a given group or environment.

Such a teacher engages his/her students and command respect and entitlement. Or in other words, it is the teachers’ speaking or interactive influence helps him/her command respect and entitlement.

A teacher’s interaction in the classroom should lead to 1. Generating as many ideas as possible and putting them together to form new ones, 2. Allowing the idea to grow and flourish, 3. Combining two ideas to make a new one, 4. Putting ideas to other uses, and 5. Letting others use their diverse ways of thinking, 6. Respond with respect to new ways of thinking and be respectful of the culture of the diversified student population.

EdXcellence Teacher Communication Development System is the Sure-Fire Way to Build Interactive Influence.

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