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Non-Verbal 
Communication 
Verbal
Key components
• A medium for communication that 
entails using cues via body 
language to convey message 
content. 
• Facial expressions, body gestures, 
and voice intonation are forms of 
nonverbal communication.
Facial 
expressions 
Eye contact 
Gestures 
Posture 
Voice & 
Vocalizations
Kinesics body motions (blushes, shrugs, 
eye movement, foot-tapping, 
drumming fingers) 
Proxemics spatial separation (in relation 
both the social and physical 
environment) 
Haptics touch 
Oculesics eye contact 
Chronemics use of time, waiting, pausing 
Olfactics smell
Vocalics tone of voice, timbre, volume, speed 
Sound Symbols grunting, mmm, er, ah, uh-huh, 
mumbling 
Silence absence of sound (muteness, 
stillness, secrecy) 
Adornment clothing, jewellery, hairstyle 
Posture position of the body (characteristic 
or assumed) 
Locomotion walking, running, staggering, limping 
Expression frowns, grimaces, smirks, smiles, 
pouting
Forms & Functions 
Nod (Yes) Repeating 
Shrug (I don’t know) Substituting 
Scratch head, quizzical look Complementing 
Tone of voice, pointing Accenting (emphasizing, stressing) 
Hand raised Regulating, turn taking 
Head shake Contradicting 
Eye movements Deceiving 
Staring/Looking down or away Dominating/Submitting 
Raised fist Aggression (anger, violence) 
Hand-shake Socialising 
Touching, kissing Arousal 
Over-adornment Boasting (bragging, arrogance)
 State all objectives and instructions 
clearly and where possible in positive 
ways. 
 Check for understanding. 
 Use a tone of voice that does not 
alienate students. 
 Be careful not to talk for too long at a 
stretch. 
 Speak respectfully to students. 
 Establish clear routines for who is 
allowed to talk, and when. 
 Ask students to feed back to you, 
informally and respectfully, how you 
come across when you talk.
1. Facial Expression 
 Smile 
-Shows that the teacher: 
 enjoying being with the 
students 
 they are relaxed 
 they are confident 
 Open, receptive face - eyes 
open noticeably wider than 
usual, lips slightly apart. 
 expecting that an answer will be 
forthcoming
2. Eye Contact 
 scan the room continuously. 
 extended stare 
 students appreciate being looked at 
when they have something important 
to say 
 avoid the temptation to 'roll your 
eyes' if you disapprove or are 
frustrated by specific students’ 
behaviour 
3. Gestures 
 remind students of specific routines - 
for example, to look at whiteboard or 
screen, to listen carefully, not to 'rock' 
on the chair etc.
4. Posture 
 stand 'centre stage' when you want 
everyone's attention, especially at the start 
of a lesson - this is a powerful signal that it's 
your show and you're ready to start 
 your body language shows you take the 
classroom business seriously 
 for example, make sure students can see as 
well as hear you, you don't slouch in your 
chair at your desk and try to deliver your 
lecture 
 you look alert and interested. 
 move around the room frequently - this tells 
your students you own all the classroom 
space - but it also aids teacher student 
communication because it includes all 
students and your shifting proximity keeps 
them focused. 
 you look relaxed, confident, 'calm and 
assertive'
5. Voice and vocalizations 
 Voice 
 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. 
 Vocalizations 
 little, sometimes unconscious, 
characteristics we use when 
communicating. 
 can include giggling, sighing, a nervous 
cough, repeated use of phrases such 
as, 'You know..' 'I mean..', and it might 
even include yawning.
THANK YOU

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Non verbal

  • 2.
  • 3.
  • 5.
  • 6.
  • 7. • A medium for communication that entails using cues via body language to convey message content. • Facial expressions, body gestures, and voice intonation are forms of nonverbal communication.
  • 8. Facial expressions Eye contact Gestures Posture Voice & Vocalizations
  • 9. Kinesics body motions (blushes, shrugs, eye movement, foot-tapping, drumming fingers) Proxemics spatial separation (in relation both the social and physical environment) Haptics touch Oculesics eye contact Chronemics use of time, waiting, pausing Olfactics smell
  • 10. Vocalics tone of voice, timbre, volume, speed Sound Symbols grunting, mmm, er, ah, uh-huh, mumbling Silence absence of sound (muteness, stillness, secrecy) Adornment clothing, jewellery, hairstyle Posture position of the body (characteristic or assumed) Locomotion walking, running, staggering, limping Expression frowns, grimaces, smirks, smiles, pouting
  • 11. Forms & Functions Nod (Yes) Repeating Shrug (I don’t know) Substituting Scratch head, quizzical look Complementing Tone of voice, pointing Accenting (emphasizing, stressing) Hand raised Regulating, turn taking Head shake Contradicting Eye movements Deceiving Staring/Looking down or away Dominating/Submitting Raised fist Aggression (anger, violence) Hand-shake Socialising Touching, kissing Arousal Over-adornment Boasting (bragging, arrogance)
  • 12.
  • 13.
  • 14.
  • 15.  State all objectives and instructions clearly and where possible in positive ways.  Check for understanding.  Use a tone of voice that does not alienate students.  Be careful not to talk for too long at a stretch.  Speak respectfully to students.  Establish clear routines for who is allowed to talk, and when.  Ask students to feed back to you, informally and respectfully, how you come across when you talk.
  • 16.
  • 17. 1. Facial Expression  Smile -Shows that the teacher:  enjoying being with the students  they are relaxed  they are confident  Open, receptive face - eyes open noticeably wider than usual, lips slightly apart.  expecting that an answer will be forthcoming
  • 18. 2. Eye Contact  scan the room continuously.  extended stare  students appreciate being looked at when they have something important to say  avoid the temptation to 'roll your eyes' if you disapprove or are frustrated by specific students’ behaviour 3. Gestures  remind students of specific routines - for example, to look at whiteboard or screen, to listen carefully, not to 'rock' on the chair etc.
  • 19. 4. Posture  stand 'centre stage' when you want everyone's attention, especially at the start of a lesson - this is a powerful signal that it's your show and you're ready to start  your body language shows you take the classroom business seriously  for example, make sure students can see as well as hear you, you don't slouch in your chair at your desk and try to deliver your lecture  you look alert and interested.  move around the room frequently - this tells your students you own all the classroom space - but it also aids teacher student communication because it includes all students and your shifting proximity keeps them focused.  you look relaxed, confident, 'calm and assertive'
  • 20. 5. Voice and vocalizations  Voice  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.  Vocalizations  little, sometimes unconscious, characteristics we use when communicating.  can include giggling, sighing, a nervous cough, repeated use of phrases such as, 'You know..' 'I mean..', and it might even include yawning.
  • 21.
  • 22.

Editor's Notes

  1. Unambiguous-clear cut, explicit
  2. Cues-hints, signals
  3. Adornment-enhancement, beautification Timbre- quality, highness, lowness, pitch, sound Smirks-grin Staggering- shocking, surprising. Grimaces-pull a face. Pouting-sulking
  4. Extended-total