1 / 38

BREAUX and WHITAKER SEVEN SIMPLE SECRETS

Ziglar. STUDENTS DO NOT CARE HOW MUCH YOU KNOW, UNTIL THEY KNOW HOW MUCH YOU CARE, ABOUT THEM. NONVERBAL COMMUNICATION AS AN EFFECTIVE TECHNIQUE FOR CLASSROOM MANAGEMENT IN SCHOOLS James P. Newton October 2009. AGENDA. NON VERBAL COMMUNICATIONNewton Non-VerbalNIP HandoutWork on presentations

marjorie
Download Presentation

BREAUX and WHITAKER SEVEN SIMPLE SECRETS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    4. NONVERBAL COMMUNICATION AS AN EFFECTIVE TECHNIQUE FOR CLASSROOM MANAGEMENT IN SCHOOLS James P. Newton October 2009

    5. AGENDA NON VERBAL COMMUNICATION Newton Non-Verbal NIP Handout Work on presentations

    6. Morse Code Non verbal Sign language - i.e.

    8. INTERPERSONAL COMMUNICATION (McLean) Definition Nonverbal communication is communication that is not verbal (common sense)

    9. CLASSROOM MANAGEMENT TO ENCOURAGE MOTIVATION AND RESPONSIBILITY (ERS) Nonverbal responses are usually nondisruptive They allow the lesson to flow smoothly Preserve student dignity because they are nonpublic and do not embarrass (Palardy, 1993)

    10. TEACHING TECHNIQUES USING NONVERBAL CLUES Nonverbal cues rarely call attention to the student or behavior, rarely reward the student with attention (some students want negative attention), and usually don’t embarrass anyone (petrie) Proxemics – teacher’s use of space to prevent student misbehavior Kinesics - teacher’s use of facial and body cues, including eye contact; smiling, frowning, or a stern look; arms crossed or hands on hips Prosody - relates to the teacher’s voice. Immediacy - the degree of perceived psychological closeness between people - touching the student on the upper arm or shoulder (1998, 35 –36)

    15. Harry Wong - Classroom Management and Nonverbal communication DO NOT STOP THE LESSON - Chalkboard - Do not stop discussion, lecture, or movie – write student’s name on chalkboard and place check marks (bring attention?) Give students a ticket - assembly – PE – or field trip – (special education – points system)

    16. CHRONICALLY DISRUPTIVE STUDENT (Breaux) ENVELOPE TO DELIVER NEXT DOOR – Instructions to deliver written on envelope - Work out ahead of time with another teacher - neighbor teacher keeps student WORK OUT WITH ADMINISTRATOR AND STUDENT - INDEX CARD – LEAVE ROOM – REPORT TO ISS or ISP – INSUBORDINATION - Need to think about other students - Teacher must be allowed to teach

    17. Harry Wong PROCEDURE FOR QUIETING CLASS – NONVERBAL Tap bell Raise hand Shut off lights (clean up) Increase Level of Concern - Popsicle sticks – Index cards with names (part of routine – Nonverbal - Just hold up container or index cards) Think of a non-verbal procedure/activity that you use in your classroom?

    18. Routine (Wong) Sponge Activity - Nonverbal - whiteboard/monitor/picture/handout Students get notebooks out and complete assignment - no announcements – allows teacher to do housekeeping duties Homework assignment on board - certain location everyday. Ticket out the door - conclusion of lesson

    20. HUMAN RELATIONS APPROACH (Rebore) Superintendents and principals pay close attention to not only what people say, but how they say it

    21. INTERPERSONAL COMMUNICATION- McLean Nonverbal Communication is Fluid In verbal communication, once something is said, you cannot take it back. It is out there. The same is true with nonverbal communication. Whether it be a smile, frown, shoulder shrug, a cold shoulder, it can’t be taken back.

    22. Nonverbal Communication Is Fast Gives away our feelings before we even complete the thought or speak a word Facial gestures, posture, communicate feelings at the moment

    23. Nonverbal Communication Can Add to or Replace Verbal Communication Actions speak louder than words Adds emphasis to reinforce a point Illustrator - nonverbal gesture nod and a smile (nonverbal) to go along with the word “yes” Emblem - OK sign Regulator - control, maintain, or discourage interaction - maintain good eye contact or look away Affect displays - express emotions or feelings - Arms up after a victory - Livestrong - (arms up for picture) Adaptors - helps you feel comfortable and secure - make sure your hair is not sticking up

    24. Nonverbal communication can be intentional or unintentional I am aware of my nonverbal cues at times when I am speaking to students and/or teachers (intentional) When a teacher has a student who is insubordinate, his/her knuckles might be white or the teacher might have wide eyes (unintentional), yet he keeps emotional control (intentional)

    25. Nonverbal communication is key to relationships You seem to tune in with one another (teacher/students) – excellent lesson Job interview - click with the other person – get a vibe - Same as rapport Jessica teaching Newton’s Law and sees the light bulb come on in a student by observing nonverbal cues - Teacher knows the student and knows what to look for (relationship)

    26. TYPES OF NONVERBAL COMMUNICATION (McLean) Space – Be aware of personal space with students Time – Chronemics – refer to and perceive time - If we time situations we keep students on task Physical Characteristics – At first, physical characteristics make an impression - however, the proof is in the pudding - small size female teacher is excellent with classroom management - large male teacher might be a marshmallow. Body Movements – Kinesics - Explain what needs to be done, then model the activity – reinforces what you said

    27. TYPES OF NONVERBAL COMMUNICATION Touch – functional-professional touch – very brief and on shoulder usually – others not relevant to classroom management p. 87 (talks about intimate touches - not appropriate for school) Paralanguage - Uh huh – Oh yeah – yawn – (vocal and silent but still considered non verbal) – Students know when you don’t care what their response is Artifacts – If a teacher has a tattoo or piercing does it make a difference? Role models? Environment – Type of furniture – desks – smells – rows v. tables – posters, etc…

    28. Nonverbal Communication If you do not have good classroom management skills, you cannot teach (Wong) Nonverbal communication techniques can help keep your lesson flowing smoothly and keep students on task

    30. Implementation of a Non-Verbal Intervention Program (NIP) to Reduce Low-Level Violence

    31. HIDDEN CURRICULUM It is not written in policy statements or in standard and curriculum documents It is the “Unspoken Rules” of the school Usually the hidden curriculum is conveyed in hallways, lunchrooms and bathrooms

    32. Why Non-Verbal Two reasons Some research has shown that if teachers yell or use sarcasm when reprimanding students the situation could escalate and lead to more violent behavior. Non-verbal communication has been shown to be very effective when dealing with student issues in a classroom. Can this success be carried over into the corridors of a school?

    33. In Conclusion THE REDUCTION OF LOW LEVEL VIOLENCE IS ESSENTIAL. SCHOOLS MUST NIP THESE BEHAVIORS SO MORE VIOLENT SITUATIONS WILL NOT OCCUR.

    34. Newton’s No Nonsense Non-Verbal Intervention Program Low-level violence in classrooms Group work – use signs Keep students on task – use signs Walking to cafeteria – elementary End of period clean up Recess/cafeteria/hallway Non-threatening – no distractions or disruptions – intimidation factor gone for teacher (i.e. big high school student)

    35. TEACHER QUOTE REGARDING NIP PROGRAM Teacher comment: I noticed that when I used sign language to correct the behavior in the hallway, the bad behavior immediately stopped and the students were silent.  I think the use of sign language negates the students' opportunity to talk back.  My body language was not angry or condescending, therefore, the students did not react negatively.  For example, there were three students running and yelling down the hallway.  I made the walking sign and the students immediately stopped running and yelling without any backtalk.

    36. Newton’s No Nonsense Non-Verbal Intervention Program Handouts of signs

    38. Work on presentations 1st Presentation - Monday - Joelle and Rita 2nd Presentation – Wednesday – Susan and Christopher 3rd Presentation - Friday - Jessica and Alissa

More Related