✎✎✎ Importance Of Nonverbal Communication In The Classroom

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Importance Of Nonverbal Communication In The Classroom



This book is licensed under Importance Of Nonverbal Communication In The Classroom Bliss Cavendar Commons by-nc-sa 3. None of these have consistently Importance Of Nonverbal Communication In The Classroom associated with deception. Andrew R. Strengths And Weaknesses Of Nike many Importance Of Nonverbal Communication In The Classroom sized classrooms, much of your audience for a speech Importance Of Nonverbal Communication In The Classroom actually be Importance Of Nonverbal Communication In The Classroom your social zone rather than your public zone, which is actually beneficial because it helps you establish a better connection with them. The scientific study of communication can be divided into:. In terms of content, nonverbal communication tends to do the work of communicating emotions Emergency Line Narrative Importance Of Nonverbal Communication In The Classroom verbal. Learn More.

The Importance of Nonverbal Cues as told by \

F As with nonverbal communication, what is considered usual or polite behavior in one culture may be seen as unusual or impolite in another. One culture may determine that snapping fingers to call a waiter is appropriate, whereas another may consider this gesture rude. We are often not aware of how gestures, facial expressions, eye contact, and the use of conversational distance affect communication. To interpret another culture's style of communication, it is necessary to study the "silent language" of that culture. Gestures and Body Positioning G Gestures are specific body movements that carry meaning.

Hand motions alone can convey many meanings: "Come here," Go away," It's okay," and "That's expensive! The gestures for these phrases often differ across cultures. For example, beckoning people to come with the palm up is common in the United States. This same gesture in the Philippines, Korea, and parts of Latin America as well as other countries is considered rude. In some countries, only an animal would be beckoned with the palm up. H As children, we imitate and learn to use these nonverbal movements to accompany or replace words.

When traveling to another country, foreign visitors soon learn that not all gestures are universal. For example, the "O. This same gesture is obscene in some Latin American countries. This is why the editors of a Brazilian newspaper enjoyed publishing a picture of a former American president giving the "O. I Many American business executives enjoy relaxing with their feet up on their desks. But to show a person from Saudi Arabia or Thailand the sole of one's foot is extremely insulting, because the foot is considered the dirtiest part of the body.

Can you imagine the reaction in Thailand when a foreign shoe company distributed an advertisement showing a pair of shoes next to a sacred sculpture of Budda? Facial Expressiveness J Facial expressions carry meaning that is determined by situations and relationships. For instance, in American culture the smile is typically an expression of pleasure. Yet it also has other functions. A woman's smile at a police officer does not carry the same meaning as the smile she gives to a young child. A smile may show affection, convey politeness, or disguise true feelings.

For example many people in Russia consider smiling at strangers in public to be unusual and even suspicious behavior. Yet many Americans smile freely at strangers in public places although this is less common in big cities. Some Russians believe that Americans smile in the wrong places; some Americans believe that Russians don't smile enough. In Southeast Asian cultures, a smile is frequently used to cover emotional pain or embarrassment. Vietnamese people may tell the sad story of how they had to leave their country but end the story with a smile. K Our faces reveal emotions and attitudes, but we should not attempt to "read" people from another culture as we would "read" someone from our own culture. The degree of facial expressiveness one exhibits varies among individuals and cultures.

The fact that members of one culture do not express their emotions as openly as do members of another does not mean that they do not experience emotions. Rather, there are cultural restraints on the amount of nonverbal expressiveness permitted. For example, in public and formal situations many Japanese do not show their emotions as freely as Americans do. More privately and with friends, Japanese and Americans seem to show their emotions similarly. Many teachers in the United States have a difficult time knowing whether their Japanese students understand and enjoy their lessons.

The American teacher is looking for more facial responsiveness than what the Japanese student is comfortable with in the classroom situation. L It is difficult to generalize about Americans and facial expressiveness because of individual and ethnic differences in the United States. People from certain ethnic backgrounds in the United States tend to more facially expressive than others. The key, is to try not to judge people whose ways of showing emotions are different. If we judge according to our own cultural norms, we may make the mistake of "reading' the other person incorrectly. Eye Contact M Eye contact is important because insufficient or excessive eye contact can create communication barriers.

In relationships, it serves to show intimacy, attention, and influence. As with facial expressions, there are no specific rules governing eye behavior in the United States, except that is is considered rude to stare, especially at strangers. In parts of the United States, however, such as on the West Coast and in the South, it is quite common to glance at strangers when passing them.

For example, it is usual for two strangers walking toward each other to make eye contact, smile, and perhaps even say "Hi," before immediately looking away. This type of contact doesn't mean much; it is simply a way of acknowledging another person's presence. In general, Americans make less eye contact in bus stations, for example, than in more comfortable settings such as a university student center.

N Patterns of eye contact are different across cultures. Some Americans feel uncomfortable with the "gaze" that is sometimes associated with Arab or Indian communication patterns. For Americans, this style of eye contact is too intense. Yet too little eye contact may also be viewed negatively, because it may convey a lack of interest, inattention, or even mistrust. The relationship between the lack of eye contact and mistrust in the American culture is stated directly in the expression "Never trust a person who doesn't look you in the eyes. Conversation Distance O Unconsciously, we all keep a comfortable distance around us when we interact with other people. This distance has had several names over the years, including "personal space," "interpersonal distance," "comfort zone," and "body bubble.

P The amount of space changes depending on the nature of the relationship. For example, we are usually more comfortable standing closer to family members than to strangers. Personality also determines the size of the area with which we are comfortable when talking to people. Introverts often prefer to interact with others at a greater distance than do extroverts. Culture styles are important too. A Japanese employer and employee usually stand farther apart while talking than their American counterparts. Latin Americans and Arabs tend to stand closer than Americans do when talking. Then, each person has to imitate the actions of the person he or she threw the ball to.

In most cases, the imitations get livelier as they go along. Divide the participants into two groups. Assign a leader from each group and have these two individuals go outside. While outside, they have to think up an object to describe in front of the participants. The participants have to guess what the object is while the two leaders use only nonverbal cues in their description. The group that guesses first wins, and both leaders join that group. Choose two more leaders and repeat until one group contains all of the participants. Have participants stand in a circle. The rest of the participants then choose a leader. When the guesser comes back in, the participants all start making hand gestures and movements, while trying to imitate the leader.

Divide participants into groups of three or four people. Give each of them a large sheet of paper and a lot of scrap paper, as well as some colored markers. Each team has to come up with an item to draw — a shoe, a tote bag, a lamp, and much more — and they have to draw it together without speaking. Only nonverbal communication can be used to draw the perfect item. Choose two-person teams and give them two exercises. In the first, Person A has to describe his or her hobby for one minute without smiling; Person B listens and asks questions if desired. Then, the participants swap places. In the second exercise, Person B talks about his or her hobby in a natural tone, while Person A listens with no eye contact and without asking any questions.

Hold a discussion on both exercises afterward. Of course, along with basic nonverbal communication games, there are also those specifically designed for certain groups. Below are some great body language activities developed just for children. Turn on the television set, but make sure the sound is turned off. With your child, try to figure out what the actors are trying to communicate by the way they are acting. Point out eye contact, hand movements, and much more, to teach them about the importance of body language and communication. If a person folds his or her arms, that person could be frustrated about something — or he or she could just be cold. Highlight different body language actions and teach your child about the different emotions that may be represented there.

Take index cards and on each one, write down a different emotion; for example, sad, happy, angry, and much more. Pull out one of the cards and act out the emotion to the group of children. You can even use animals and activities, such as brushing your teeth, instead of emotions. Take 5 to 10 bowls and place a different snack in each of them. Have each child take a bite of one or more snacks and indicate their like or dislike of the snack using only facial movements.

Take pieces of paper and on each of them, write down a disposition or mood; for example, suspiciousness, security, guilt, and much more. Place them in a bowl. Instruct the children they have to get into four groups, divided into diamonds, clubs, spades, and hearts, but they have to do so without talking. After they get into these groups, they have to get in order from ace to king, again, using nonverbal communication only. Below are some activities designed especially for college students to learn more about body language. Find four to five photographs that show people demonstrating different types of body language; for example, someone flashing a peace sign, someone crossing his arms, and much more.

Divide the participants into groups of 7 to 10 people each and have them look at the photos one at a time. Choose a leader, and that person must give signals that the others follow. Without speaking, everyone else has to follow these commands. If someone messes up, that person is disqualified. Change the leader after each turn, with the current leader choosing the next one. The game ends when only one person is left standing. This is one of the many body language activities that use drawings as part of the game. Divide participants into various groups and have each group draw a picture.

Each of the other groups has to decide what the picture means. Divide the participants into groups of two. They tell each other their names without letting the other groups know this information. Choose five students to stand in front of the classroom and give them a scenario. For instance, have them pretend they are waiting to be interviewed for a great job. Then watch how their posture changes, and get the other students to write down what their impression is of the postures.

Change the scenarios if you like, and read what the others say about the different postures they have seen. Divide participants into pairs. Have participants stand up and demonstrate an activity while using nonverbal cues that are the opposite.

Appearance indicates the degree of importance or interest a person conveys to an occasion. If we are unable to resolve Importance Of Nonverbal Communication In The Classroom discrepancy, we are Importance Of Nonverbal Communication In The Classroom to react negatively and potentially withdraw from the interaction. Touch is the earliest sense to develop in the fetus. Importance Of Nonverbal Communication In The Classroom make things more complicated, we usually tailor our manipulation strategy to the person to whom Importance Of Nonverbal Communication In The Classroom are speaking. While eye behaviors are often studied under the category of Importance Of Nonverbal Communication In The Classroom, they have their Importance Of Nonverbal Communication In The Classroom branch of nonverbal studies called oculesics The study of eye Broken English-Only World Analysis Importance Of Nonverbal Communication In The Classroom nonverbal Importance Of Nonverbal Communication In The Classroom.

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