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Asking Questions Bell Work: Using one of your lesson plans and a review of the next 2 slides, examine any of the scripted key questions in the instruction, consolidation or application stages and categorize them using Bloom’s Taxonomy. Try to add 2 more questions from any 1 of the 3 higher order thinking areas -analysis, synthesis, evaluation . Communicating authentically requires: a sensitivity to the world of others an ability to empathize… to understand what it is like to be the other person The climate for learning is set by the teacher: Who? What? When? With Whom? Facilitates involvement Stimulates interest Demonstrates/models caring Special components of interpersonal skills which facilitate effective learning: 1. 2. 3. Empathy Respect (Warmth) Genuineness To help develop interpersonal communication skills: Verbal/Non-verbal Congruence Personal Communication Style Passive Aggressive Assertive/Congruent Ways to enhance congruence: 1. Look at your ways of interacting. 2. Develop Active Listening Skills: be fully and accurately involved with what is being said and felt both verbally and non-verbally show a genuine concern for what the speaker is feeling as well as … is saying. 3. Be aware of your own feelings, prejudices and expectations about the speaker (Ask yourself: Can I accept the feelings and attitudes of the speaker even if they are different than my own?) Build on your unique strengths. Nonverbal Communication Studies show that during interpersonal communication: 7% of the message is verbally communicated 93% of the message is nonverbally transmitted through tone of voice, body language, emotions of the sender/receiver, other connections… friends /enemies/ professionals) What you say is not nearly as important as how you say it. Actions speak louder than words. Definition Non-verbal communication is communication without words. Non-verbal communication can be viewed as occurring whenever an individual communicates without the use of sounds. Non-verbal communication is anything someone does to which someone else assigns meaning. Non-verbal communication is the study of facial expressions, touch, time, gestures, smell, eye behaviour, and so on. Nonverbal messages are an essential component of communication in the classroom. a. eye contact signals interest in others b. smile indicates warmth, friendliness c. gestures…nods d. posture and body orientation e. proximity dictated by cultural norms f. vocal element: tone/inflection/loudness A matrix of verbal versus nonverbal behaviours Verbal (symbolic) Vocal Nonvocal Verbal/vocal behaviours Non-verbal (non-symbolic) Nonverbal/vocal Behaviours (eg. The rate, loudness, softness of speech etc.) Verbal/non-vocal Non-verbal/non-vocal Behaviours Behaviours (e.g. Body (e.g. American Sign language, use of space etc.) Language) Classification Body language: posture, head movement, facial expressions, eye behavior, gestures, handshaking, arm movement, leg movement etc. Paralanguage: sound, pitch, tempo of speech, turntaking, silence Object language: clothing, personal artifacts, hair, etc. Environmental language: time language, spatial language, colour, light, signs and symbols, architecture, etc. Functions Complementing (e.g. “Attention please” ) Contradicting (When there are contradictions, do people tend to believe the verbal messages or nonverbal ones?) Repeating Regulating (e.g. A head nod to indicate that it is his/her turn the speak) Substituting(e.g. A noisy cafeteria might get you to wave at a friend instead of screaming to get his/her attention) Accenting(e.g. A well-skilled public speaker might pause before or after an important point in a speech.) Aspects of non-verbal communication • Posture • Eye contact • Use of silence 15 More than words – Case Study A teacher can’t get his students’ attention and his volume starts to rise. He glares at them and tells them to do some work on the board. Some do; most don’t. His volume increases again: “Don’t look at me; look at the board.” Some students squirm; most still look at their teacher. While telling the students to look at the board, the teacher’s non-verbal message, conveyed by his eyes, is to look at him. No one is going to look away from a teacher in this situation. Discuss at your table how the teacher has sent a mixed message. Use More Than Your Words Use More Than Your Words - Professionally Speaking - March 2008 Adapted from L. Miller in Professionally Speaking (March 2008) The magazine of the Ontario College of Teachers see link above Getting Attention – lower the class metabolism by pausing and whispering, don’t try to talk over the students. All teachers have a range of voices (e.g. the credible voice has little modulation). Keep head, body, face, arms, and hands still when using the credible voice. Actions, voice tone, words, sending the same message. When to use Use the credible voice voice? when giving instructions, delivering teacher-directed lessons and covering instructions. Use it when you want to hold students’ attention. The approachable voice is the opposite of the credible and uses much modulation. The voice has rhythmic, even melodic tones. The head moves up and down, arms and hands move and are open. The approachable voice invites discussion, encourages participation and makes students feel warm and welcome. When to use voice continued… Try both voices yourself and hear the difference in this sentence: “Boys and girls, I’d like your attention now please.” It’s time to begin your first lesson of the day. You listen to the volume, wait for a lull and speak 2 levels above it: “Class, please look in this direction.” Ensure everyone’s attention and then drop your volume and begin. If you’re using the credible voice, make sure your body language is credible too. Non-verbal teacher tips… Reinforce your message when asking students to look at the board by looking there as well. Stand in the same spot when you want the students’ attention. “This lets the visuals see you and the auditories hear you.” Regularly using this technique trains the students that this is the time for them to be attentive. After a while, when you stand in that spot, you will have their attention, without having to say a word. Tips continued… If your body language and emphasis match your words, you are more likely to connect with all your students and your message will have more impact. When teachers give students 3 or more seconds of wait time, the outcomes include longer and more correct responses, fewer I-don’t-knows and more volunteered answers. Show don’t say, “Class you have this many minutes to complete this activity.” Don’t say the number, hold up two fingers. Tips continued… “Class turn to this page please.” Write 27 on the board, point to it and look at it for a few seconds and don’t say the number. Teach students your gestures so the students will know what it means when you hold up a stop hand or when you fan your hands to show open your books. Gestures save your voice. Save eye contact for positive interactions, positive relationships. More tips… Give students thinking time before a class discussion. “Boys and girls, I want you to think about this question before we talk about it. Write it down in your notebooks. Think about it for 20 seconds.” Get everyone’s attention before starting your lesson (e.g. raising hand as quiet signal). Begin each class by telling the students what will happen and what they will do. Don’t stay at your desk. Circulate and monitor progress as students work. Body Language If you want the students to be still, be still yourself. A still body helps deliver the content. Example: Using the credible voice, walk and talk: “Boys and girls, today we are going to talk about a very important year in Canadian history: 1867. The year Canada became an independent country.” Now say it again but pause and “freeze” your body before you say 1867. The words may be the same but the impact is significant. You’ll have even more impact if you hold the pause for a few seconds. Putting It All Together Creating a climate that facilitates learning demands good verbal and nonverbal skills. Model Good Listening Skills 1. 2. 3. 4. 5. Be interested and attentive, ask about students ideas and opinions Encourage talking, ask students to describe/explain to extend the conversation Listen patiently Hear children out Listen to nonverbal messages Teach students what good listeners do! look at the speaker while he/she is speaking does not interrupt provide appropriate feedback with a nod or a point of clarification ask pertinent questions about what is being said does not doodle or engage in other distracting mannerisms Assigned Readings: Read pp. 208-209 in CT & M Class 9_Handout_Nonverbal_Communication pp. 346-347 in CT & M for next class on Graphic Organizers & Mind Mapping. Multiple Intelligences – p. 26 Learning styles – p. 316 Assignment : # 3 – Lesson Plan #2 Due – Fri. Oct. 31