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BODY LANGUAGE Over 700.000 different physical signs Face is capable to 250.000 different expresions 5.000 hand gestures 1.000 kinds of postures
FACIAL EXPRESSIONS Facial expressions are often more convincing than words. They carry the greatest impact in convincing someone of something. 6 emotions – foundation of all expressions: surprise, fear, anger, dis gust, happines, sadness
Teachers –Smile!!! The most powerful facial expression is the smile. Students like teachers who smile a lot, because teachers who smile send out the message that: they are enjoying being with the students they are relaxed they are confident
open, receptive face - the teacher is waiting for the answer. calm, assertive„ - straight face which sends the message that youre in control.
Teachers must take care of their facial expressions They should hide that they are angry and frustrated The control of facial expressions becomes better with practice and experience.
Eye contact standpoint for scanning the room extended stare no rolling your eyes eye contact with individual students
GesturesTeachers use gestures in the classroom to: make the lesson content clearer by emphasizing specific points hold attention better and maintain interest remind students of specific routines – (to look at whiteboard or screen, to listen carefully, not to rock on the chair etc.) bring students back on task maintain the flow of an activity - some kind of continue gesture makes it clear that you want more information in the answer from the student
Posture If you want to give students positive non verbal cues make sure: you stand centre stage when you want everyones attention your body language shows you take the classroom business seriously you move around the room frequently - this tells your students you own all the classroom space you look relaxed, confident, calm and assertive
Voice and Vocalization Vocalizations include giggling, sighing, yawning, a nervous cough, repeated use of phrases such as, You know..‘, I mean..‘ If youre feeling nervous it often comes through in your voice. (practice in advance) Breathing control exercises might also help - often just pausing for a second or two to gather your breath and your thoughts helps establish the right tone of voice. Teachers usually become less nervous as they become more experienced.
WATCH THE SPACEofType ofMeasurement Purpose of spacespace spaceIntimate Under 50cm This distance is primarily for confidential exchanges and is almost always reserved for close friendsPersonal 50cm to 1.2m This distance is comfortable for conversation between friendsSocial 1.2m to 4m This is the ordinary distance people maintain from one another for most social and business exchangesPublic Over 4m At this distance, perhaps in a shopping mall or on the street, people barely acknowledge each other’s presence. At most they give a nod or a shake of the head.
The student should: Respond to non-verbal cues appropriately Express reactions without dialogue Support the tone and intent of the conversation with different types of nonverbal communication cues (eyebrows raised, gestures) Use appropriate eye-contact Be able to keep an appropriate social distance for the situation Use appropriate gestures to support dialogue Display attending behaviors to conversations, such as watching, using active listening skills, or making appropriate eye contact Be able to self-monitor types of nonverbal communication and make changes in responses if necessary
HOW TO DETECT WHEN YOURSTUDENT IS LYING? Decreased hand activity (unconsciously you suppress them: hide them, sit on them, stuff them deep into your pockets, clasp one firmly with the other) Increased face touching (the chin stroke, the lips press, the mouth cover, the nose touch, the cheek rub, the eyebrow scratch, the earlobe pull, the hair groom) Increased body shifting (squirms, restless)
Conclusion Non verbal communication is an important part of human interaction. Our body language produces emotional leakage and allows other people to read us. a teacher should have control over the non verbal cues, and on the other side, use non verbal cues to reinforce his words and intentions in the classroom.
HOW WELL YOU CAN INTERPRET NONVERBALMESSAGES?Match the action with the message. action message1. Slapping your forehead a. ‘I’m angry’with the heel of you hand b. ‘I forgot something’2. Wrinkling your forehead c. ‘I’m getting impatient’and frowning d. ‘I don’t understand’3. Tapping your fingers on e. ‘I don’t like that’a desk table4. Slamming a book downon a desk or table5. Wrinkling your nose