Skill of silence and non verbal cues
Transcript of Skill of silence and non verbal cues
Skill of Silence and Non-verbal cues
M.VijayalakshmiAssistant Professor
• Silence means Pause• Teacher remains silent without speaking
anything• Nonverbal Cues includes those behaviours
that convey meaning without wordsSmilesFacial expressionsGestures Body movementsHead movements
Silence - Example - 1
• Silence – Effective tool – make pupil’s participation
• Pause – twofold function –It provides a discussion atmosphereIt eventually helps pupils in learning and
to organize a more complete answer
Silence - Example - 2• Silence –
After introductory statement• Stimulates pupils to think about
what the teacher has just said
Silence - Example - 3• After a question from a pupil,
silence indicates - • Teacher is considering the question• After a momentary Pause –
teacher answers the question or redirects it to another pupil
Silence - Example - 4• Teachers asks a question and
immediately, without giving time to the whole class to think, accepts the answer of the pupil sitting on the first bench
Silence - Example - 5
•Teacher uses silence to -•Encourage the pupil to respond correctly
Silence - Example - 6• Teacher uses silence twice after
the initial answer –• To inform the pupil that he is on
the right track, and should elaborate his answer
Silence - Example - 7• Teacher asked a question and observed
the silence• Followed by a pupil response• Again, teacher asks a question• Followed by a verbal prompt –• To stimulate thinking and formulate
complete and well-worded answer
Verbal Prompts• Consist of phrases –Please think over your answer
carefullyWhen I call on you, I want a
complete answer
Example - 8• Teacher usesLonger silence along with hand
gestures and pre-verbal promptsSmiles, nods his head and gives a
short pause and points to another pupil
Points to next pupil
Example – 9Non-verbal cues• Teacher –
o Looks at all the pupils, uses silence for a few seconds
oGives smileso Says “think it over”oNods his heado Points to pupilo Smiles, nodding his head, hand gestures,
going near pupil, puts the questiono Tilts his head
Example - 10
• Pupil are ready to answer• Teacher ignores and continues • Pupil passively listen to the teacher• Indicates impatient and does not
provide any pauses
Multiple Intelligence
Non-verbal cues• Without non-verbal cues, silence is
meaningless• Behaviours that convey meaning
without words• Classified into four different
categories
Facial Cues• Smile, frown, looking
thoughtfully at the pupil, quizzical look, etc
Head movements• Nodding, shaking and
tilting of the head
Body movements • Moving in the classroom
Hand movements
• Pointing to the student, ‘continue’ cue, ‘anything else’ cue, ‘stop’ cue, pointing from a student to another student, etc
Facial Expressions
Facial Cues
Head Movements• Nodding• Shaking of the head• Cocked Ear• Go near the pupil and Tilt his ear
and listen to his response
Hand Movements
• Pointing to pupil• “Continue” Cue• “Anything Else” Cue• “Stop” Cue• Pointing from student to student
Hand Movements
Hand Movements
Hand Movements
Write an Episode (in not more than ten sentences)
involving the use of the ‘Skill of Silence and Nonverbal Cues’
Exercises
• Suppose a pupil’s answer is incomplete, that nonverbal cues will you use in order that the pupil completes his answer ?
• Suppose a Pupil’s answer is wrong, what nonverbal cues will you use / Mention any three.
OBSERVATION SCHEDULE FOR THE SKILL OF
SILENCE AND NOVERBAL CUES
• Names of the Student ____________________• Roll No.___________• Topic ________________________ • Class________________• Name of supervisor________________________• Date _________________________ • Time Duration _________________ • Teach/ Reteach
• The glossary of the terms is given below.• Silence: Mean a pause which stimulates thinking.
• Nonverbal cues represent four types of cue:• Facial cues: A smile, a frown, looking thoughtfully at the pupil, a quizzical look etc.
• Head movement: Nodding, shaking and tilting of the head, etc.
• Body movements: Moving from one place to another in the classroom.
• Hand movements: Pointing to the student, ‘continue’ cue, ‘anything else?’ cue, ‘stop’ cue, pointing from the student to student, etc.
• Instructions: For each of the five aspects of classroom behavior listed below record instance (s) as they occur during the lesson. Now mark the tallies in the appropriate cells.
Components Tallies
Silence
Facial cues
Head movements
Body movements
Hand movements
Comments (if any):
OBSERVATION SCHEDULE FOR THE SKILL OF
SILENCE AND NOVERBAL CUES
• Names of the Student ____________________• Roll No.___________• Topic ________________________ • Class________________• Name of supervisor________________________• Date _________________________ • Time Duration _________________ • Teach/ Reteach
• Instructions: This proforma is meant to ascertain the extent to which the student teacher exhibit or uses the skill, namely silence and nonverbal cues. Judgments have to be given on a seven point scale for the various aspects of the skill, Indicate the extent of acquisition of the various aspects of the skill by crossing (X) the appropriate number you deem fit. The scale value ‘0’ indicates that the student teacher did not use the concerned aspect (s) of the skill at all; whereas the scale value ‘6’ means that the student teacher used/ practiced the skill aspect (s) very much. Keeping these two extremes in view, examine carefully the teacher behaviour related to the various given aspects of the skill and cross (‘X) the appropriate scale value ranging from zero to six.
Components Not at Very all much
Teacher used short pauses to stimulate
thinking.
0 1 2 3 4 5 6
Teacher used facial cues to encourage pupil
participation
0 1 2 3 4 5 6
Teacher used head movement to encourage
pupil participation
0 1 2 3 4 5 6
Teacher used body movements to increase
pupil participation
0 1 2 3 4 5 6
Teacher used hand movements to increase
pupil participation
0 1 2 3 4 5 6
Comments (if any):
Writing Lesson Plan
for the Skill of Silence and
Nonverbal Cues