The document describes a young boy named Juan in a Peruvian tribe who wants to join his brothers in an upcoming battle but lacks the strength and fighting skills. His older brother Bruno tries to teach him sword fighting but Juan struggles due to his weak body. The tribe's chief advises Juan that to fight well he needs to stand firmly, use his hands strongly, keep his back straight, and watch his opponent's eyes to understand their intentions.

2. Integrating Body
Language in the
Classroom
Mr. Talel Soualhia

6. Let the fun begin
• Green card when you approve
• Red card when you disapprove

7. Integrating Body Language in the Classroom
What is language?
What is communication?
Communication Defined
Types of Communication
Verbal
Written.
Nonverbal
Body language
Components of the communication process
Body language basics.
Game one
Objective: identify the feeling.
Game two:
objective: understand the message from non verbal
clues.
The Cs of body language
Interpreting body language
Cues (triggers)
Changes: (transitions)
Clusters
Character
Context: (the broader context)
Understanding and using body language for teachers.
Elements
KINESICS
Proxemics
Paralanguage
Physical Context
Haptics: the touch
Chronemics
Artifactics
Posture
1- Power posing postures to boost your confidence.
The power of eye gaze: eye contact
The smile: facial expression
Making a grand entrance.
The speaking positions
BLAMER
PLACATER
LEVELLER
COMPUTER
DISTRACTER

8. What is language?
• Language is the system of words or signs that
people use to express thoughts and feelings to
each other.
• Any of one of the systems of human language
that are used and understood by a particular
group of people.
• (Merriam Webster Dictionary)

9. What is communication?
Any task or
transaction that
requires more
than one
person can only
be successfully
completed with
communication

10. Communication Defined
It's nearly impossible to go through a day
without the use of communication.
Communication is sending and receiving
information between two or more people. The
person sending the message is referred to as the
sender, while the person receiving the information
is called the receiver.
The information conveyed can include facts, ideas,
concepts, opinions, beliefs, attitudes, instructions
and even emotions.

11. Types of Communication
Methods of communication vary, and you are
almost certainly familiar with all of them. Let's
take a look at some of the primary methods.

12. Verbal communication is
simply sending a message
through a spoken language that
is understood by both the
sender and receiver of the
message.
face-to-face talking
listening to a lecture or seminar
listening to a television
program.
In fact, if you are listening now,
you are engaged in a verbal
form of communication.

13. Written communication is sending a message by
the use of symbols that are understood by both
the sender and receiver of the message.
If you are reading this transcript, you are
engaged in written communication.

14. Nonverbal communication is the process
of communication through sending and
receiving wordless (mostly visual) cues between
people.

15. Body language is a form of nonverbal
communication that can be used to send a
message.
You can often tell if your boss is pleased or upset
simply by looking at his facial expressions,
posture and gestures.
For example, a flushed face may mean
embarrassment; a clinched fist may indicate
anger; and the rolling of one's eyes may signal
disbelief or annoyance.

16. Components of the
communication process

17. We portray body
language
that’s why we
need to be
aware of the
message we are
sending out.

18. 93 percent

21. Body language basics.
Joe Navaro (What everybody is saying) 2011.
For millions of years, humans ambled this planet
navigating a very dangerous world and shared
their knowledge, their fears and desires with
others.
We did it because, as humans we developed a
system of communication. This system instantly
communicates to others around us, whether
consciously or subconsciously, through our
bodies.

22. This is also why we understand
that when we are talking to someone
we know and like and suddenly they
have their feet pointing to the door
we understand that he or she needs
to go.

23. How it is done:
Our emotions are processed by the limbic
system of the brain. It does not think. It just
reacts in real times to the world and our bodies
show how we feel.

24. Game one
Objective: identify the
feeling.
Participants: a volunteer
and audience
Task: the volunteer
enacts the feeling
mentioned in the card
and the audience
guesses it
Time: 2 minutes

25. Game two:
- objective: understand the
message from non verbal clues.
- Participants: a volunteer to
act + audience
- Task: Audience guesses the
message or what does he want
to convey.
- Material: cards to the
volunteer
- Time: 7 minutes.

26. Cs
of body language

28. The Cs of body language
Body language can be interpreted and
understood as clusters. We should not perceive
single positions as giving the whole message.
There are variables that you should be aware of.
Interpreting body language is more than just
looking up the current body shape. To interpret
wisely these five Cs could offer a critical lens to
understand body language and other nonverbal
communication in a realistic way.

29. Cues (triggers)
What led to the posture, the act, the facial
expression, the movement…

30. Changes: (transitions)

31. Changes: (transitions)
From open to closed formation as an example.

32. Changes: (transitions)
From closed to open formation as an example.

33. Changes: (transitions)

34. Clusters
While body language can appear as single
events, they often appear as a group of different
movements occurring one after the other.

35. Clustersexercise:
can you explain what is going on?
Identify the roles

36. Character

39. Character
This factor can confound and also can explain.
The general character of the other person.
Is he introverted or extroverted?
He will frequently display large body movements
or concise depending on his character.
(also can be confound with exhibitionism and timidity)
Temperament, mood, and even short-term
emotions can also act as modifiers that affect body
language. Yet, determining the current emotional state,
you may apply this knowledge in your interpretation.

40. Context: (the broader context)

41. Context: (the broader context)
It affects how the other person thinks, feels and
acts.
- What is going on in his immediate environment.
- Where are you?
- Who is with you?
- Gender interaction.

42. Understanding and using body
language for teachers.

45. By following some principles, your
classroom management plan will
be built on a solid foundation.
However, to be remarkably
effective, to create the class you
really want, you have to learn how
to create leverage.
Leverage simply means having
great influence with your
students.
This is where the real power
comes from.

46. Elements
1. KINESICS
2. Proxemics
3. Paralanguage
4. Physical Context
5. Haptics
6. Chronemics
7. Artifactics

47. KINESICS
Kinesics is the study of body movements to
judge inner state of emotions expressed through
different parts of the body .
a. Facial Expression and Eyes
b. Gestures
c. Postures

48. Proxemics
Proxemics is the study of how we use space
round to communicate the message.
• Intimate space
• Personal space
• Social space
• Public space

52. Invading someone’s
personal space causes
arousal. this arousal
can be interpreted
positively or negatively
depending on the
person (familiar /
stranger)

53. • In the classroom
Some classroom management
“experts” recommend
standing close to difficult
students during lessons.
But moving into someone’s
personal space without
permission is a show of
dominance. It won’t create
leverage in the long run.
Allow students their personal
space. They’ll appreciate and
respect you for it.

54. Paralanguage
Paralanguage involves the study of voice quality,
volume, speech rate and the manner of
speaking beyond the said words.
• Tone
• Pitch
• Intensity
• Rhythm
• Tempo

55. Physical Context
The physical context reflects the space around
something and how that influences how you see
it.
Pay a close attention to your classroom

56. Haptics: the touch
• Haptics is the study of touching in
communication situation

57. The subtle
power of
touch:
It boosts
confidence and
happiness.

58. • In the classroom
A brief tap on the shoulder or arm of a student
you’re speaking with can elicit a subconscious
response that makes you more persuasive.
It does help build rapport

59. Chronemics
Chronemics is the study of the use of time
in Nonverbal communication. Amount of time
spent with another and time spent in waiting for
others indicate a lot.

60. Artifactics
Artifactics is the study of non verbal message
signals that an individual sends across through
appearance, clothing, personal objects like pens,
briefcases etc.

61. Posture
A sagging posture displays
a lack of confidence and is
associated with weak
leadership.
To students, it says that
you’re unsure of yourself.
They won’t listen to or trust
you
Walking tall, with your
body erect and shoulders
straight, engenders
confidence in you as a
leader.

63. 1- Power posing postures to boost
your confidence.

67. The power of eye gaze: eye contact
the most powerful way we communicate.
A single fleeting look from across the classroom can speak
volumes.
Longer eye contact is associated with trust, good feelings
Be aware, however, that too much eye contact can be
intimidating, especially for shy students.
So we shouldn’t over do it.

68. The power of eye gaze: eye contact
the most powerful way we communicate.
A single fleeting look from across the classroom can speak
volumes.
Longer eye contact is associated with trust, good feelings
Be aware, however, that too much eye contact can be
intimidating, especially for shy students.
So we shouldn’t over do it.

69. The smile: facial expression
A smile makes communication easier, less
awkward, and more persuasive. It’s also a mood-
changer and will evoke warm and happy feelings
in both the giver and the recipient.

70. The smile: facial expression
• According to (facial feedback theory) smiling
makes a person happy.

71. Making a grand
entrance.

72. Making a grand entrance.
The cues that you give during the first
seconds or minutes of meeting others can
impress and have a huge impact on them.
How you walk would even control how the rest
of the encounter would be like.

73. 1 – Assess the situation beforehand.
2 – Do not be late.
3 – Show the appropriate emotions for the
situation.
4 – Pause briefly to gather your thoughts.
5 – Maintain eye contact / Gaze at the audience.
6 – Determine when you are not the center of
attention.
7 – Look as if you are glad to be there.
8 – Do not despair if you have blown your opening
move.

74. The speaking positions
The Satir Categories – 5 non-verbal
patterns of communication –

75. The Satir Categories – 5 non-verbal
patterns of communication – were described in
the 1970’s by Virginia Satir, a renowned family
therapist.
These gestures/postures communicate
certain archetypal messages that work
internationally and across cultures.
They produce an internal response in both
the presenter and the audience, with the
audience feeling different emotions depending
on how you are standing/gesturing.

77. BLAMER
• DEMONSTRATES – power, dominance, authority,
in charge and superiority – on the offensive….it’s
your fault not mine…
• VOICE – shrill, tight, loud voice
• AUDIENCE – feel told off/blamed
• USAGE – very sparingly – positively to empower
an individual, punch a point home, to get through
to someone who just isn’t getting the message or
for short guilt trips. Soften by pointing above the
audience or using two fingers.

79. PLACATER
• DEMONSTRATES – helplessness, pleading,
dependence, vulnerability, begging.
• AUDIENCE – feel you’re a “Yes man”, can’t think
for yourself, just want their approval, trying to
please, run from conflict…
• WARNING – women should avoid this gesture –
ingratiating, weakens your position.
• USAGE – men only, use when say something
confrontational to soften the blow or for
sympathy.

81. LEVELLER
(hands start at chest height and move down and out
as if resting on a desk)
• DEMONSTRATES – frankness, truth, strength,
honesty, openness, sincerity, calming.
• VOICE – slow, calm, includes pauses.
• AUDIENCE – feels you level with them –
candid and forthright – tell them the truth.
• USAGE – good for giving impartial or factual
information, use for believability, to convince
an audience, bring them down to earth.

83. COMPUTER
• DEMONSTRATES – intellect, thinker, professor,
logical, sensible, considering, rational, analytical,
unemotional and super reasonable.
• VOICE – slow/monotone voice and long words.
• USAGE – great to show someone you’re
considering what they say, good diffusion tactic
when challenged by the audience, use to
separate your message from emotions or to buy
time.

85. DISTRACTER
• DEMONSTRATES – fun, laughs, jokes, clown – literally distracting.
• WARNING – avoid for serious messages, always asymmetric in
gesture/posture – switches continually between categories, never
makes sense! Can seem panicky…
• USAGE – use only for fun and to create energy/surprise. Don’t
overuse!
• So next time you’re presenting, or even just talking to someone
face to face, try these out. Computer is a perfect starting point and
can be of value in a host of different situations. Are there any other
gestures or postures that you use that you think are great for
getting a certain message across?

86. Notes
In general people are good at
understanding facial expressions, body language
and finally personal space and touch.
Even understanding one channel is
sometimes difficult as we may decode pleasant
facial expressions rather than unpleasant.

87. • In the far lands of Peru, there lived a tribe of warriors
called Lingo. Juan, was the youngest among seven of the
chief’s tribe sons. Lingo was preparing for the battle
against Mingo and all the members of the tribe were
ready for it. They were all born to be warriors.
• Juan was very little and young but full of eagerness and
willingness. He wants to join the battle with his brothers
but his weak body didn’t give him way. Hence, he went to
his older brother Bruno to teach him how to use the
sword. “Juan, take the sword and fight me like a warrior
must do” ordered Bruno. Juan took the sword awkwardly
and tried to direct a hit or cover himself from being killed
but he couldn’t. “you must use your body aptly as for the
sword to travel to its purpose ” advised Bruno.
• The chief was inspecting the scene and with the words of
the wise told Juan “When you fight stand up firmly use
your hands firmly and never lean your back and always
inspect the eyes and they will know your will”.