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1. HOW EFFECTIVE OF VERBAL AND NON-VERBALCOMMUNICATION SKILLS WOULD LEAD TO EFFECTIV

CLASSROOM

2. WAYS TO MANAGE VERBAL AND NON-VERBAL

COMMUNICATION IN ESL CLASSROOMPrepare !"# A$%"a& M'%(ra& S&a&ar'$) # I*"a) I**a+" I%,a$

# Ha%) La&ap

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Non Verbal Cues:Learn How To Use Them Effectively In Teacher StuCommunication

!ll teachers sen out non verbal cues to stuents in every class" #sycholo$ists

%&' of all human communication is non verbal( an some r

that at least )*' of all classroom communication is non v

ma+es sense therefore for teachers to use non verbal communication to their the classroom"

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Non verbal cues and how to use them effectivelyFacial expressions

T&e /a0e $% er" epre%%$e a) 0a) !e '%e + 3rea+ e4e0+ !" +ea0

p5er/' /a0$a epre%%$) $% +&e %,$e.

S+'e)+% $6e +ea0&er% 5& %,$e a +7 !e0a'%e +ea0&er% 5& %,$+&e ,e%%a3e +&a+ +&e" are e)8"$)3 !e$)3 5$+& +&e %+'ereae a) +&e" are 0)(e)+.

O/ 0'r%e +ea0&er% %&')9+ +a6e %,$$)3 + r$$0''% e)3+&%7 +&er!$'%" +$,e% 5&e) a ,re %er$'% epre%%$) $% apprpr$a+e. I)+e

e4e0+ / 5$+&&$)3 a %,$e 0a) %,e+$,e% 0,,')$0a+e p%+'e)+%+&a+ %,e a%pe0+ / +&e$r !e&a$'r &a% ,e+ 5$+& $%app/+e) ,re e4e0+$e +&a) a)" 5r%.

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Eye contact

E"e 0)+a0+ $% a)+&er 5a" + $,pre "'r ))er!a 0,,')$0a+$)

W&e) "' 6 ar') "'r 0a%%r,7 "' %e0're +&e +r'%+ / "'

%+'e)+% 5&$e a% 3e++$)3 +&e$r a++e)+$).

Tea0&er% 0a) +a6e aa)+a3e / +&$% !" ,a6$)3 %'re +&e" %0a) +&e

r, 0)+$)''%"7 )+ )" a% a 5a" / ,)$+r$)3 %+'e)+ !e&

!'+ a% a% a 5a" / ,a6$)3 a %+'e)+% /ee $)0'e $) +&e $)+e

!voi the tem,tation to -roll your eyes- if you isa,,rove or are frustrat

s,ecific stuent behaviour( because this is a ,owerful ne$ative non verbal cue t

ismissive of the stuent( an counter.,rouctive"

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Clapping

Capp$)3 $% a ;'$06 5a" + 3e+ +&e a++e)+$) / a 0a%%r+&a+ $% '+ / 0)+r. I/ "' )+ &ae +$,e /r a (e %+are7 ' 0ap% %&' ,a6e "'r 0a%%r, %+p a0+$a) pa" a++e)+$). S$,p" 0ap "'r &a)% +3e+&er %e+$,e% '".

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/estures

Ge%+'re% are par+ / a +ea0&er9% %+06 $) +rae. H',a) 0,,')$0a+$) $% e)&a0e !" apprpr$a+e '%e / 3e%+'re%.

Tea0&er% '%e 3e%+'re% $) +&e 0a%%r, +#

,a6e +&e e%%) 0)+e)+ 0earer !" e,p&a%$%$)3 %pe0$(0 p$)+% r !" epa)a+$) ,re 3rap&$0

& a++e)+$) !e++era) +&ere/re ,a$)+a$) $)+ere%+

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I+9% a% p%%$!e + '%e 3e%+'re% +#

re,$) %+'e)+% / %pe0$(0 r'+$)e% - /r ea,pe7 + 6 a+ 5%0ree)7 + $%+e) 0are/'"7 )+ + 9r069 ) +&e 0&a$r e+0.

,a$)+a$) +&e

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Ver!a 0,,')$0a+$)

Teacher stuent communication ,lays a bi$ ,art in the success of classroom interasome e0,erts say that as much as %1' of inter,ersonal communication is non. ver

teacher-s stoc+ in trae is verbal communication( an ,ayin$ attention to hois structure is necessary for verbal communication with stuents to wor+ effectiv

!lthou$h verbal communication in the classroom is ynamic an e,ens on conte

circumstances( there are certain techni2ues that teachers can master to hel, ma+

communication with stuents successful"

The aim of teacher talkis to eliver information an instructclear( unambi$uous ways" So structurin$ your tal+ in the classroom to achiob3ectives is a really im,ortant factor in establishin$ $oo teacher stuent commu

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S+ra+e3$e% /r %'00e%%/' er!a+ea0&er %+'e)+ 0,,')$0a+$Give instructions and information in small bite size

'chunks

If( for e0am,le( you want to e0,lain that a learnin$ activity consists of 4 se,arate

some stuents you will nee to e0,lain ste, 5( $et the stuents to o it( than e0,

an so on until the activity is com,lete" It-s really im,ortant to $ive stuents -lanmar+s- to $uie them throu$h the learnin$( a bit li+e $oin$ frothrou$h a forest"

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7e careful not to tal+ for too lon$ stretch8ost youn$ ,eo,le-s attention s,an is rou$hly their chronolo$ical a$e ,lus or

or four" So if you-re tal+in$ to a class of eleven year ols( the ma0imum len$th of

in one $o woul be 54 or 5* minutes( but for some their attention may start to wa

ei$ht minutes(or less( assumin$ there are no other istractions"

! hany rule of thumb mi$ht be to thin+ of tal+in$ for a minute or two less than th

chronolo$ical a$e of the class( before $ettin$ stuents to then o somethin$ more

at least without havin$ to listen attentively to the teacher tal+in$"

These are not har an fast rules( an( as with other as,ects of classroom life( so

e,ens on conte0t an how well the teacher +nows the class" Some e0,ert teach

evelo,e their s+ill so that they limit all teacher tal+ to no more than * minute b

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S,ea+ res,ectfully to stuents

!ll teachers +now how har this can be at times( when stuents themselv

isres,ectfully" It is nevertheless im,ortant to o everythin$ ,ossible to

a res,ectful tone(because ,romotin$ res,ect is one of the core ,reucation( an we must( as teachers( try to ta+e res,onsibility for moel

res,ect" It-s also true that maintainin$ a res,ectful tone $ives the teache

chance to remain in control"