Teachers exercise presence when they behave in a way that conveys the following message: “We are here, we care, we are taking action, and we are not alone!” This makes students feel that their teachers are present and responsible. Teachers’ presence may be manifest in four dimensions: physical presence, emotional-moral presence, behavioral presence, and interpersonal presence.

Physical Presence

Teachers exercise physical presence when they are willing to go anywhere to supervise and respond. One way they can express such presence is by walking between the rows of the classroom and getting close to the students, sending the message: “I am close and can reach you!” The teacher's frequent presence in the hallways and yard sends the message: “All areas of the school are under my care!” Proximity to a threatened or threatening student sends the message: “I will protect you from harm” or “I will make sure you do not hurt others!” The physical presence of the teacher makes her accessible to all of the students while deterring the problematic ones.

The teacher’s physical presence reinforces her authority. Conversely, routines that reduce that presence undermine the teacher’s authority. Therefore, withdrawal into the teacher’s lounge, avoiding going out into the yard, allowing certain parts of the school to be perceived as belonging to the students and off-limits for the teachers, avoiding any action that exceeds the boundaries of the school, or confining herself to the area of the blackboard and front desk in the classroom, all undermine the teacher’s authority. Studies by Olweus (1991) have shown that the increased presence of teachers in all areas of the school and its entrances is a basic condition for overcoming bullying. According to our experience, it also is a condition for establishing teachers’ authority. Physical presence is bolstered by the judicious use of time.