1. NON-VERBAL
COMMUNICATION
“YOU SEE, BUT YOU DO NOT OBSERVE”
SHERLOCK HOLMES
Definition, body
language, gestures, eye
contact, posture, voice

3. WHAT IS NON-VERBAL COMMUNICATION?

4. BODY LANGUAGE
 Over 700.000 different physical signs
 Face is capable to 250.000 different expresions
 5.000 hand gestures
 1.000 kinds of postures

5. FACIAL EXPRESSIONS
 Facial expressions are
often more convincing
than words. They carry
the greatest impact in
convincing someone of
something.
 6 emotions – foundation
of all expressions:
surprise, fear, anger, dis
gust, happines, sadness

6. Teachers –Smile!!!
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

7.  open, receptive face - the teacher is waiting for
the answer.
 'calm, assertive„ - 'straight face' which sends the
message that you're in control.

8.  Teachers must take care of their facial expressions
 They should hide that they are angry and frustrated
 The control of facial expressions becomes better
with practice and experience.

9. Eye contact
standpoint for scanning the room extended stare
no 'rolling your eyes' eye contact with individual students

10. Gestures
Teachers use gestures in the classroom to:
 make the lesson content clearer by emphasizing
specific points
 hold attention better and maintain interest
 remind students of specific routines – (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 - some kind of
'continue' gesture makes it clear that you want
more information in the answer from the student

11. Posture
If you want to give students positive
non verbal cues make sure:
 you stand 'centre stage' when you
want everyone's attention
 your body language shows you take
the classroom business seriously
 you move around the room frequently -
this tells your students you own all the
classroom space
 you look relaxed, confident, 'calm and
assertive'

12. Voice and Vocalization
 Vocalizations include giggling, sighing, yawning, a
nervous cough, repeated use of phrases such
as, 'You know..‘, 'I mean..‘
 If you're feeling nervous it often comes through in
your voice. (practice in advance)
 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.

13. WATCH THE SPACEof
Type ofMeasurement Purpose of space
space space
Intimate Under 50cm This distance is primarily for
confidential exchanges and is
almost always reserved for close
friends
Personal 50cm to 1.2m This distance is comfortable for
conversation between friends
Social 1.2m to 4m This is the ordinary distance people
maintain from one another for most
social and business exchanges
Public Over 4m At this distance, perhaps in a
shopping mall or on the street,
people barely acknowledge each
other’s presence. At most they give
a nod or a shake of the head.

14. The student should:
 Respond to non-verbal cues appropriately
 Express reactions without dialogue
 Support the tone and intent of the conversation with
different types of nonverbal communication cues
(eyebrows raised, gestures)
 Use appropriate eye-contact
 Be able to keep an appropriate social distance for the
situation
 Use appropriate gestures to support dialogue
 Display attending behaviors to conversations, such as
watching, using active listening skills, or making
appropriate eye contact
 Be able to self-monitor types of nonverbal
communication and make changes in responses if
necessary

15. HOW TO DETECT WHEN YOUR
STUDENT IS LYING?
 Decreased hand activity (unconsciously you
suppress them: hide them, sit on them, stuff them
deep into your pockets, clasp one firmly with the
other)
 Increased face touching (the chin stroke, the lips
press, the mouth cover, the nose touch, the cheek
rub, the eyebrow scratch, the earlobe pull, the hair
groom)
 Increased body shifting (squirms, restless)

16. Conclusion
 Non verbal communication is an important part of
human interaction. Our body language produces
'emotional leakage' and allows other people to
'read' us. a teacher should have control over the
non verbal cues, and on the other side, use non
verbal cues to reinforce his words and intentions in
the classroom.

17. HOW WELL YOU CAN INTERPRET NONVERBAL
MESSAGES?
Match the action with the message.
action message
1. Slapping your forehead a. ‘I’m angry’
with the heel of you hand b. ‘I forgot something’
2. Wrinkling your forehead c. ‘I’m getting impatient’
and frowning d. ‘I don’t understand’
3. Tapping your fingers on e. ‘I don’t like that’
a desk table
4. Slamming a book down
on a desk or table
5. Wrinkling your nose

18. Thank you for your attention!