Ga Ri
There are so many ways students can be affected by nonverbal cues. Essentially, nonverbal cues allow teachers to communicate with students and let them know different things–it’s time to start class, let’s get quiet, etc. Students can be affected in many ways. As stated previously, students can be told what to do in the classroom (get quiet, get out yoour books, etc.) and they can be affected negatively with emotion (fear, sadness, anxiousness).
When students are communicated with nonverbally, they can be affected in both positive and negative ways. For example, one way students can be affected in a positive way is when a teacher freezes their body and looks at students (Istas, n.d.). “By simply being still when students are expected to be still, there is a dramatic difference in readiness to learn” (Istas, n.d.). On the other hand, when a teacher is asking students questions, it is best not to point at them, as this make students feel fear and anxiousness (Bambaeero & Shokrpour, 2017)
References:
Bambaeeroo, F., & Shokrpour, N. (2017, April). The impact of the teachers’ non-verbal communication on success in teaching. Retrieved March 01, 2021, from .
Istas, B. (n.d.). Nonverbal communication in the classroom. Retrieved March 01, 2021, from .
Ni Mu
Hello All, Nonverbal and verbal communication is crucial when teaching and interacting with students. Nonverbal cues when misunderstood can result in unwanted or undesirable behaviors, or false assumptions. It is imperative that teachers are aware and conscious about the messages they are sending with nonverbal communication. Eye contact, facial expressions, and body language are nonverbal communicators that teachers send out and students receive. In some cases, it may be obvious as to what a teacher means but not always, especially if a students cultural or home environment does not reflect the same meanings.
Obviously a smile is a great way to say hello or reassure a student. Eye contact is typically thought of as a positive and respectful thing to do when speaking and listening, however, in some cultures it is considered disrespectful to look to elders or parents directly into the eyes. A negative nonverbal communicator a teacher could send out would be rolling of the eyes, hands on hips, or shaking their head looking down. A student would receive these as negative even if the motion wasnt mean for them.
Whether a student intentionally or unintentional receives this type of message they could have a less-than self-image, not think he/she is good enough, or that the teacher is mad at them. A positive nonverbal message would be giving a thumbs-up, pat on the back, hi-five, or smile. These types of messages would be encouraging and motivating building relationships and positively reinforcing.
Ju Fe
Nonverbal communication is something that is not thought of often in the classroom by anyone other than the teacher. Here we need to by hyper aware or our nonverbal communication that is happening in the classroom along with students nonverbal communication. Here are three that I have seen and used in the classroom
Facial Expressions: While it is something as simple as making a face of concentration or zoning out, our facial expressions are a great indicator of how we are currently feeling. As teachers this is something that we need to be hyper aware of in the classroom because it can greatly impact how our students are feeling. For example, think about th teachers that would get excited about the material that they are teaching about in the classroom often we found ourselves more likely to want to learn about this material, same can be said about facial expressions. Often teachers use facial expressions to affect students in a positive way when they are meaning to and a negative way when they are not paying attention.
Body Language: Same goes for body language as facial expressions. Does anyone else remember SLANT (sit up, lean forward, ask questions, nod your head, track the speaker) in late elementary early middle school? This is a great way to introduce body language to students and help them to understand how important this can be. Here teachers are aimed at helping students pay attention in class but I believe the same thing can be implemented to ourselves in the classroom. Here we must remember that again we are role models to these students and often they are watching our every move. Often I find that body language just like facial expressions is a way that teachers aim to affect students in a positive way when paying attention and may affect students in a negative way when they are not thinking about it actively.
Proximity: My personal favorite that I have learned about and began practicing is proximity. Proximity is a powerful tool for teachers to use in the classroom. Here we can use the space around us in the classroom to help keep students on track. Do you remember teachers walking around the classroom when they taught? I always thought that they were just board of standing at the front of the classroom, in reality they were using this as a tool to keep students on track with the lesson. This offers a corrective tool for teachers without them even having to say a word. This tool I find is more of a corrective tool than on that this used for positively or negatively affecting students in the classroom.
part 2
Gab Ric
1) Conversation Competition: Students talk with a partner and use 10 vocbaulary words when speaking. Once they finish, they sit down. The first to finish gets a prize but only if they tell their sentences to the class and use their words correctly.
(Vocabulary mini games, n.d.)
Rationale:
Students are being provided with a fun activity that allows them to win something (a prize). This is reinforcement in and of itself. Not only this, but it’s taking them out of the traditional teaching setting which is always so much more fun!
2) Erase a Word: Students must go up to the board and pronounce a word correctly. If they do, they can erase it. Everyone on the team does this until there are no more words. Whoever finishes with no words left, they win.
Rationale: Students are yet again being taken out of the traditional student-teacher setting. They are having fun, and when students are having fun their are more adept to learn since they are so engaged.
(Vocabulary mini games, n.d.)
3) Vocab Shot: Students are asked various questions about a vocabulary word. If students get it right, they get a point and get to take a basketball shot. If they make the shot, they get another opportunity at a question.
(Vocabulary mini games, n.d.)
Rational: Again, students are having fun. When they are engaged like this, especially those in sports, they become more interested to learn and do well in the game because they want to win.
Reference:
Vocabulary mini games. (n.d.). Retrieved March 01, 2021, from https://www.flocabulary.com/vocabulary-mini-games/
Fait Mur
Good Morning,
Word Detective- Reading vocbulary words can be enhanced through the utilization of reading. Rationale- This activity can be utilized to help students understand words utilized in different contexts, allowing their understanding of the word to be enhanced.
Utilization of Word Connect- to do this, the students will use a Venn Diagram to compare different words. Rationale: This will help expose students to new words, while they are grasping and understanding previous words they have learned.
Sematic Maps: Utilization of pre-reading practice before main words are introduced. This can also be done as a post reading activity as well. Rationale: This will help to enhance the students understanding through the addition of newly learned concepts.
Nik Mun
Hello All, there are so many ways educators can implement imagination and creativity into helping students retain and enjoy learning academic vocabulary. Some of the traditional ways include writing the word four or five times then writing the word in a sentence created by the student. This may be acceptable for some learners, but others may need more interaction and movement.
Academic vocabulary flashcards with a partner can be fun and interactive, even acting out some of the vocabulary terms. Bingo vocabulary or a jeopardy style vocabulary game would get kids excited and spark further curiosity. Teachers could even offer rewards for participants and winners, another motivating factor to help students want to be involved in their learning.
A memory game or matching picture game would also be a fun way to incorporate learning with a small group of students. When weather permits, taking the class outdoors for scenic inspiration and utilizing sidewalk chalk or games that include physical movement would be helpful for getting the brain activity in motion and maintaining a vibrant element.
When students are participating in something active instead of simply seating at their seats this tends to stick with them, or is more of a memorable experience, especially if they can have fun and laugh with their friends while learning in a safe environment.
