Non Verbal Cues: Learn How To Use Them Effectively In Teacher Student Communication.

Non verbal cues and how to use them effectively.

* Facial expressions

The face is very expressive and can be used to great effect by teachers. 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

Another powerful facial expression is the open, receptive face - eyes open noticeably wider than usual, lips slightly apart. The non verbal cue here is that the teacher has asked a question, or made a request for information, and is now waiting for the answer, expecting that an answer will be forthcoming.

Teachers must take care, on occasions, not to allow facial expressions to betray what might be a strong emotion they are feeling. For example, it's so easy to become angry and frustrated by some aspects of student behaviour, and that anger can be 'written all over your face' - it's a very human response. Unfortunately, if students detect your anger they may well respond negatively. Every teacher has 'been there', but it can get better with practice and experience.

I have found that as a general rule, as well as smiling, a 'calm, assertive' expression works well in most situations. You don't smile, but you don't frown, you keep a 'straight face' which sends the message that you're in control, both of yourself and the situation.

*Eye contact

The teacher has the advantage of a unique standpoint, literally, as the only person in the classroom who can easily see everybody else. Teachers can take advantage of this by making sure they scan the room continously, not only as a way of monitoring student behaviour, but also as a way of making all students feel included in the interaction.

Often, the extended stare can have the effect of drawing attention to a minor misdemeanour or lack of attentiveness, and like all non verbal cues, can be more powerful than a verbal reprimand.

More positively, a teacher making eye contact with indvidual students who are answering a question or making some other contribution to the learning is a positive way of expressing approval of both the student and of the response the student is making. Just like in other contexts, students appreciate being looked at when they have something important to say.

Avoid the tempatation to 'roll your eyes' if you disapprove or are frustrated by specific student behaviour, because this is a powerful negative non verbal cue that is dismissive of the student, and counter-productive.

*Gestures

Gestures are part of a teacher's stock in trade. Human communication is often enhaced by appropriate use of gestures.

Teachers use gestures in the classroom to:

• make the lesson content clearer by emphasising specific points or by making an explanation more graphic
• hold attention better and therefore maintain interest

It's also possible to use gestures to:

• remind students of specific routines - for example, 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 - for example, some kind of 'continue' gesture makes it clear that you want more information in the answer from the student

It's important to explain to students what your gestures mean. All teachers have their idiosyncrasies and the meaning behind some gestures may not be immediately clear. With my classes, for example, I often do an arm raising gesture - some of my students call it the ' Hitler gesture' - to emphasise the need for adding an accent over the letter 'e' when using the past tense in French.

You can have some fun with students by asking them to guess what each gesture means. This can be a particularly good ice-breaker at the start of the school year.

*Posture

Teachers need to pay attention to their posture in the classroom. If you want to give students positive non verbal cues make sure:

• you 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, you 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.
• you 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'

*Voice and Vocalization

It may seem odd that the voice should count as a non verbal cue, but here it's not so much what you say as how you say it that counts.

If you're feeling nervous it often comes through in your voice and many students pick up on this quickly. Being really well prepared and practising in advance what exactly you want to say in the lesson will help.

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.

Vocalizations are the little, sometimes unconscious, characteristics we use when communicating. These can include giggling, sighing, a nervous cough, repeated use of phrases such as, 'You know..' 'I mean..', and it might even include yawning.

These sometimes affect communication. You could ask a trusted colleague to observe one of your lessons and feed back on how your vocalization patterns affect your non verbal communication.

The bottom line on non verbal cues is that we are all human and non verbal comunication is an important part of human interaction. Our body language produces 'emotional leakage' and allows other people to 'read' us. As a teacher you need to be aware of how you can have more control over these non verbal cues, and on the other side of the coin, how you can use non verbal cues to reinforce your words and intentions in the classroom.





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