Seminar IX Non-Verbal Communications

1. Seminar IX Non-Verbal Communications Jim O’Brien

2. In your 2-person group, answer: What types of makeup might people (actors, women, politicians, and others) wear?

3. What types of makeup might people wear? • Foundation & powder • Eye liner • Eye shadow • Concealer • Eye brow pencil • Blush • Lipstick

4. WHY?

5. Foundation & powder • Eye liner • Eye shadow • Concealer • Eye brow pencil • Blush • Lipstick

6. Total Impact of Any “Face-to-face” Communication • Verbal—7% (words used) • Vocal—38% (tone, speed, inflection, pitch, etc) • Non-verbal cues—55% Source=Albert Mehrabian

7. In your 2-person group, define: Non-verbal communications

8. What is the most important prop that you have in the classroom?

9. One Answer “The most important props in most classrooms are the blackboard and overhead projector. Though commonplace and easily taken for granted, both need to be used effectively.” -Wankat & Oreovicz

10. Another Answer “The most important props in most classrooms are the teacher’s body and voice. Though commonplace and easily taken for granted, both need to be used effectively.” -Janet Sanders

11. Are you passionate about civil engineering?

12. How do you let your students know that you are passionate about engineering?

13. The Dilemma of Exemplary Teachers They don’t know it if you don’t show it,

14. The Dilemma of Exemplary Teachers They don’t know it if you don’t show it, but they will know what you do show.

15. The Dilemma of Exemplary Teachers They don’t know it if you don’t show it, but they will know what you do show (whether you like it or not).

16. Learning Objectives for Today • Explain how appropriate non-verbal techniques will enhance your communications with students. • Explain how you can use non-verbal communications clusters to “read” the engagement of your students in their learning.

17. An overview of Non-Verbal Communication • Context • Clusters • Congruence • Consistency • Culture

18. An overview of Non-Verbal Communication } • Context • Clusters • Congruence • Consistency • Culture 5 Cs

19. Context • Meanings change as context changes • Nonverbal behaviors must be appropriate to context. • What happens when nonverbal cues are not appropriate to context? • Who determines context?

20. Clusters • Seldom make judgments based on one observed non-verbal cue. • Corroborating gestures (look for three!!). • Look also for “exceptions” to the rest of the cluster.

21. Congruence • Does your communication “match up” (words, voice, & non-verbal cues) ?

22. Total Impact of Any Message • Verbal—7% (words used) • Vocal—38% (tone, inflection, etc) • Non-verbal cues—55% • If a stranger, up to 90% of message’s impact can be from non-verbal cues. Source=Albert Mehrabian

23. Consistency • What is “normal”? • How do I learn normal behaviors by my students?

24. Culture • We’ll talk about North American Non-verbal communication • International faculty may have great feedback for us • Some cues cross cultural boundaries • US influence around the world

25. Origins of Non-verbal cues • Cultural base (we’ll talk US-based) • Cues learned from society (usually) • Meanings learned from society (usually) • Most do not realize that they are sending cues or are evaluating others cues....but they are!!

26. First Reaction is Emotional • Usually not conscious of receiving cues or own reaction to cues. • Decision made to • Like or dislike • Believe or disbelieve • Open up or close down • Non-verbal cues register in 1/40th of a second.

27. For any message that you send to the students • They perceive a composite message based on: • Their pre-conceptions • Your Total-Message consisting of • The words you use • Your vocal tone, inflections, pace, volume, etc • Non-verbal cues • Their perception is their reality.

28. For any message that you send to the students • They perceive a composite message based on: • Their preconceptions • Your Total-Message consisting of • The words you use • Your vocal tone, inflections, pace, volume, etc • Non-verbal cues • Their perception is their reality. Are you under control?

29. Non-verbal cues communicate about YOU and your message • Credibility & integrity • Expertise • Enthusiasm • Respect • Rapport

30. The Exemplary Teacher Shows: • Competence • Knows something worth knowing • Shows BALANCE in stance • Confidence • Comfortable in role & relationship • Shows RELAXATION • Energy • Commitment & cares about subject & students • Shows by MOVEMENT

31. Your stance cues competence • Good posture • When at rest • Feet under shoulders • Weight balance • When moving • Not constantly “on the go” • “Going somewhere”; not pacing • Maintains appropriate distance

32. Appropriate Distance Intimate 6”-18” Personal 18”-4’ Social 4’-12’ Public >12’ From Edward T. Hall

33. Table Seating Positions B2 A B1 B3 B4

34. Your Upper Body cues Confidence & Energy • Shoulders point to attention target • “Open arms” • Strong, natural gestures • At least one relaxed hand at the belt level or above • Appropriate hands & fingers • Relaxed • “The finger” • “The Palm” • No weak cues

35. Face is the critical focal point • Facial expressions matches with words • If not, non-verbal cues win • 80% eye contact while speaking 1 on 1 • Almost constant eye contact while listening • Scan when speaking to a group; don’t bore holes in crowd • What to do about “challenges”?

36. Appropriate Voice Volume • Gestures help prevent monotone. • PRO-JECT voice to back wall • Keeps all engaged • Optimizes voice • Slows rate of speech • Lowers voice pitch • Adds richness & timber

37. Be Attentive to Your Students’ Cues • Cluster • Other circumstances • “I’m Listening” Cluster • “I’m Engaged” Cluster • “Deception/guilt” Cluster

38. “I’m Listening” Cluster • “I am not on mental holiday” • Shoulders aligned with speaker • In almost constant eye contact • “Visible” body not moving • Appropriate head & facial response

39. “I’m Engaged” Cluster • Listening cluster plus… • Body angled toward speaker • May lean forward/off back of chair • Symbolic touch at face/head

40. Deception/guilt cluster • Change in • Rate of speech • Body movement • Increased • Blinking • Preening • Side-to-side glances • Mouth/nose/tie area touching

41. The Non-verbal Exemplar Teacher • Competence demonstrated with positive power • Weight balanced • Appropriate eye contact • Vocal Projection • Confidence demonstrated by • Relaxed body & hands • Comfortable in using space • Enthusiasm demonstrated by energy in • Strong gestures at or above the belt-line • Purposeful full body movement • Vocal variety, emphasis, and expression

42. Closing Thoughts • Smile • You are in charge • Being nervous vs. being confident • Practice, practice, practice • Video • Mirror • Peer • Be yourself • Smile

43. Learning Objectives for Today • Explain how appropriate non-verbal techniques will enhance your communications with students. • Explain how you can use non-verbal communications clusters to “read” the engagement of your students in their learning.

44. QUESTIONS?