part a-purpose: nonverbal communicationemployerregistry.ca/portals/0/gtapartners/gta1/nonverbal...

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Part A-Purpose: Nonverbal Communication What is it? Using gestures, posture and facial expressions to communicate meaning and to establish rapport with others. Why should I teach it? Experts hypothesize that between 65‐93% of communication is nonverbal. Congruent verbal and nonverbal signals enhance communication and learning. Information also flows more easily when the message in our voice matches the words we speak. How can these tools help? When students are aware of the importance of nonverbal communication, they can:

• Monitor their own body language • Read other’s nonverbal signals more accurately • Consciously choose appropriate nonverbal signals for different contexts/intentions • “Unlearn” forms of nonverbal communication that create barriers to establishing rapport and trust.

How does it work? Some of the skills that you might want to model and practice with students include: Eye contact Eye contact, an important channel of interpersonal communication, helps to regulate the flow of communication. Appropriate eye contact signals interest, concern, warmth and credibility to others. Facial Expressions Smiling is a powerful cue that transmits:

• Happiness. • Friendliness. • Warmth. • Liking. • Affiliation.

Thus, when people smile frequently they are perceived as more likable, friendly, warm and approachable. Smiling is often contagious.


Gestures

Those who fail to gesture while speaking may be perceived as boring, stiff and unanimated. On the other hand, head nodding, a form of gesture communicates positive reinforcement and indicates attentive listening.

Posture and body orientation

We communicate numerous messages by the way we walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to others that we are approachable, receptive and friendly.

Proximity

Cultural norms dictate a comfortable distance for social interaction with other people. Invading someone’s personal space may cause discomfort, often signaled by:

• Rocking. • Stepping back • Gaze aversion.

Choosing an appropriate distance when speaking allows the other person to feel safe and respected.

How can I evaluate student learning?

During role plays, peers will observe and record examples of positive nonverbal communication. The instructor can circulate among the groups and also make anecdotal notes for feedback.

What resources can I access?

http://www.lichaamstaal.com/english/

This website has fascinating information about nonverbal communication in simple language. It includes a brief on‐line quiz to test current knowledge of the topic‐ a fun activity for students. There is also a section on interviews with suggestions for using body language effectively.


Part B-Sample Lesson:

Communicating attentiveness while received instructions from a supervisor

Note: Ask another adult to assist you with the following scenario. You will do two versions of the role play. Provide students with the blank Compare/Contrast graphic organizer to record their observations during the two demonstrations (see attached)

The visiting adult will role play a supervisor giving a series of instructions to an employee about how to take a phone message or transfer a call to voice mail.

Taking Messages or Transferring to Voice Mail

1. When someone is not available to take his or her calls simply ask, "May I take a message?" or "Would you like to leave a voice mail message?"

2. If the caller says, "Just tell [him/her] that I called", then that's exactly the message that should be written on the phone memo. However, if the caller wants to leave a longer message than you are comfortable taking, then transfer the call to voice mail.

3. To transfer the call to voice mail:

• Push the Link/Transfer or Flash button • Dial 3‐0000 & then immediately dial the extension number of the phone you are using (ex: 5‐

8569) • Push the Link/Transfer or Flash button again • Hang up.

Note: Use the attached completed Compare/Contrast chart.

As you complete Demo #1 model the negative behaviours in the left column. For Demo #2 model the positive behaviours in the right column.

After completing the two demonstrations, ask students to work with a partner to share the observations they recorded on the comparison chart.

Debrief with the class, recording their observations on an overhead or chart paper. Draw attention to any behaviours that were missed.


Next, ask students, what they observed about the reaction of the supervisor in the two demonstrations. What conclusions might he or she draw from the behaviours of the employee?

Guided Practice

To provide practice, organize students into triads with three roles. Each student will have an opportunity to role play all three roles.

The Supervisor gives instructions on handling a customer complaint

The Employee models positive nonverbal communication

The Observer records examples of Employee’s positive nonverbal communication

Practice A B C

_________________________________________________________

Round 1 Supervisor Employee Observer

Round 2 Observer Supervisor Employee

Round 3 Employee Observer Supervisor

Scenario for Role‐Playing: Responding to a Customer Complaint

The Supervisor explains the following steps the employee will take when a customer makes a complaint. The employee will model positive nonverbal communication.

1. Listen sympathetically to the entire complaint. Do not interrupt until the customer finishes speaking.

2. Acknowledge how the customer is feeling by saying something like, “I am sorry that you are upset.” Show understanding and concern.


3. State your understanding of the customer’s viewpoint back to the customer. Say, ‘As I understand the situation, here is what happened . . . is that correct?’ If it is not correct, ask for more information or clarification.

4. Demonstrate your concern further by stating your intention to help. “Thank you for calling this to our attention.”

5. If you feel confident that you can provide a solution, tell the customer what you will do.

6. If the issue needs to be referred to a supervisor, say, “I will inform my supervisor of your concern and ask him/her to call you.”

After students have completed the role plays, debrief with the class, asking, “What are we learning about the importance of nonverbal communication?” Identify opportunities for students to practice one or more of the positive behaviours during the next few days and to note the impact on the speaker.


Part C-Lesson Plan Worksheets

Student Observation Record

Compare and Contrast Chart

Demonstration 1 Demonstration 2

Similarities

Differences

Demo #1 In terms of… Demo #2


For role play demonstration

Compare and Contrast Chart

Demonstration 1 Demonstration 2

Similarities

Differences

Demo #1 In terms of… Demo #2

• fidget/taps gesture • stands/sits still

• looks away eye contact • looks at speaker

• slouches posture • stands/sits up straight

• doodles attention • takes notes

• turns away body position • aligns with speaker

• stands 1 foot away proximity • stands 2‐3 feet away

• leans back proximity • leans forward

• doesn’t check understanding

paraphrasing • repeats steps back

• crossed arms gesture • open hands

part a-purpose: nonverbal communicationemployerregistry.ca/portals/0/gtapartners/gta1/nonverbal...

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