Transcript 2010_Nonverbal_Tutor Training

Tutor Training
Nonverbal Tutoring
When full ideas or concepts are expressed without coherent labels. Kanh (2001)
Barrington Campbell and Tem Fuller
The Learning Center
Spring 2010
What is nonverbal communication
The first study on nonverbal communication (written for non-specialists)
belongs to Charles Darwin:
In his book, The Expression of the Emotions in Man and
Animals (1872), Darwin argued that all mammals
show emotion reliably in their faces.
The notion of universality implied that emotional facial
configurations served as stable, predictable, and accurate
signals.
Nonverbal Communication According
to Khan
• When full ideas or concepts are expressed
without coherent labels. Khan (2001)
Khan, A. A. (2001, February 21). Non-Verbal Communication: Fact and Fiction. Retrieved January 08, 2010, from
Strange Horizons: http://strangehorizons.com/2001/20010226/nonverbal.shtml
The Overlap of Verbal and
Nonverbal Communication
A good poet uses words not only for their meaning, i.e. as a
means of verbal communication, but also uses words for their
sound, for the various rhythms that these sounds can
produce, for images that these sounds can evoke in the
mind. The form of a poem is as much an integral part of the
poem as its substance. Another example where verbal and
non-verbal means of communication overlap is the graphic
story, the comic book, where words and pictures blend
harmoniously to convey information.
Khan, A. A. (2001, February 21). Non-Verbal Communication: Fact and Fiction. Retrieved January 08, 2010, from
Strange Horizons: http://strangehorizons.com/2001/20010226/nonverbal.shtml, par. 28
Touch – don’t - Touch Geography
Axtell, R. E. (1991). Gestures (ISBN 0 - 471 - 18342 - 3). USA: Library of Congress, p. 40. (Group 4)
Don’t
Touch
Don’t
Touch
Middle
Ground
Touch
Touch
Touch
Don’t
Touch
Middle
Ground
Middle
Ground
Don’t
Touch
Touch
Don’t
Touch
Functions of the Nonverbal
Communication
• According to Argyle (1988) there are five primary functions of
nonverbal bodily behavior in human communication:
• Express emotions
• Express interpersonal attitudes
• To accompany speech in managing the cues of interaction between
speakers and listeners
• Self-presentation of one’s personality
• Rituals (greetings)
Argyle, Michael. (1988). Bodily Communication (2nd ed.) Madison:
International Universities Press. ISBN 0-416-38140-5
In small focus-groups, brainstorm
and discuss examples of nonverbal
communications in the Learning
Center
Group 1
Fast, J. (1970). Body language: The essential secrets of non-verbal communication (ISBN - 156731-004-4). New York: Library of Congress Catalog, pp. 45 - 63.
• Focus on how students and employees in the
Learning Center use and perceive the physical
space around them.
• Using images for negotiating knowledge
• Concept and mind maps as a visual semiverbal communication
Group 2
• Focus on nonverbal communication through
the way we perceive time, structure our time
and react to time.
• Time perceptions include punctuality and
willingness to wait, the speed of speech and
how long people are willing to listen.
• Time management as a semi-nonverbal
comunication.
Group 2
• Chronemics is the study of the use of time in nonverbal
communication.
• The way we perceive time, structure our time and react to
time is a powerful communication tool, and helps set the
stage for the communication process.
• Across cultures, time perception plays a large role in the
nonverbal communication process.
• Time perceptions include punctuality, willingness to wait, and
interactions. The use of time can affect lifestyles, daily
agendas, speed of speech, movements and how long people
are willing to listen.
Group 3
Fast, J. (1970). Body language: The essential secrets of non-verbal communication (ISBN - 156731-004-4). New York: Library of Congress Catalog.
• Body language include mutual gaze, smiling,
facial warmth or pleasantness, childlike
behaviors, direct body orientation, and the
like.
• The atmosphere in a cooperative learning
group – imagination in addition to normal
work
Group 4
• A gesture is a non-vocal bodily movement
intended to express meaning.
• Gestures may be articulated with the hands,
arms or body, and also include movements of
the head, face and eyes, such as winking,
nodding, or rolling ones' eyes.
• The boundary between language and gesture,
or verbal and nonverbal communication, can
be hard to identify.
Group 5
• Nonverbal speech characteristics, such as tone,
pitch, volume, inflection, rhythm, and rate are
important communication elements.
• When we speak, other people “read” our voices
in addition to listening to our words.
• These nonverbal speech sounds provide subtle
but powerful clues into our true feelings and
what we really mean. Think about how tone of
voice, for example, can indicate sarcasm, anger,
affection, or confidence.
Nonverbal Characteristics of
Beginning and Ending a Tutoring session
Group 1 - physical space
Group 2 - time perceptions
Group 3 - body language
Group 4 - gesture
Group 5 – tone’s pitch, volume, inflection, rhythm, and rate
Assessment
I define assessment as the obtaining information about the skills and
potentials of individuals, with a dual goals of providing useful
feedback to the individual and useful data to the surrounding
environment … Assessment ought to become part of natural learning
environment. As much as possible it should occur “on the fly” as part
of individual natural engagement in a learning situation.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Library of
Congress Cataloging-in-Publication Data: Basic Books. (p.
ISBN 10: 0-465-01822-X
ISBN 13: 9 780465 018222
Assessment of Prior Knowledge by Using Probing
Questions and Nonverbal Communication
• Please explain the usage of nonverbal
communication in addition to using probing
questions to make an assessment a natural
learning experience.
• Group 1 Group 2 Group 3
• Group 4 Group 5
Do’s and Don’ts
• Adopted by: University, S. R. (n.d.). The Do's and Don'ts of
the Writing Center . Retrieved 01 08, 2010, from Slippery
Rock University: http://www.sru.edu/pages/4454.asp
Add Nonverbal Dos and Don’ts to all Verbal Guidelines.
Identify the Type of Non-verbal Messages In These Rules of
Tutoring
Do make the student comfortable; Don't allow a
student to wait for a long period of time before being
addressed by a tutor.
Do ask the student what the assignment is and what
the paper is about; Don't tell the student how to do
the assignment or what the paper should be saying.
Add Nonverbal Dos and Don’ts to all Verbal Guidelines
Identify the Type of Non-verbal Messages In These
Rules of Tutoring
• Do allow the student to ask questions
throughout the session, allowing yourself to
become an active listener.
• Don't cut off all communication with the
student and take the role of "expert."
Add Nonverbal Dos and Don’ts to all Verbal Guidelines:
Identify the Type of Non-verbal Messages In These
Rules of Tutoring
• Do concentrate on both the student's and
your own concerns about the assignment;
Don't just use “yes” or “no”.
• Do be considerate of time, allowing only
twenty minutes for conferences on busy days;
Don't let a student wait for an hour for a
session (and, if this in unavoidable, let the
student know how long a wait he or she will
have when they enter the Center).
Add Nonverbal Dos and Don’ts to all Verbal Guidelines
Identify the Type of Non-verbal Messages In These
Rules of Tutoring
• Do ask open-ended questions (beginning
sentences with the words What, Where,
When, Why and How); Don't tell the student
what to do and do not do the work for the
student.
Add Nonverbal Dos and Don’ts to all Verbal Guidelines
Identify the Type of Non-verbal Messages In These
Rules of Tutoring
• Do let the student make his or her own
corrections; Don't take over responsibility of
the paper by picking up the pen and making
the corrections for the student.
• Do give positive reinforcement to the student,
while still being a critical reader; Don't simply
harp upon the student's faults and mistakes.
Add Nonverbal Dos and Don’ts to all Verbal Guidelines
Identify the Type of Non-verbal Messages In These
Rules of Tutoring
• Do thank the student and encourage them to
return to the Writing Center after the
conference; Don't simply let a student walk
away from the conference.
• And finally, Do have fun and learn while you
are a tutor; Don't look upon this chance
simply as another "job;" it can be much more
exciting if you allow it to be.
Critical Thinking
Based on Jack Truschel (2009, p. 63) and Paul and Elder (2008, p. 10)
Creating New
Knowledge - Fairness
The interplay of
verbal and
nonverbal
communication
Group 2
Group 3
Group 4
Group 5
Assessment Significance
Analyzing - Logic
Applications – Breath and
Depth
Understanding –
Precision and Relevance
Basic Knowledge – Clarity and
Accuracy
Basic Knowledge – Clarity and
Accuracy
• The intonation with which you ask questions
for clarification may be very
Understanding – Precision and Relevance
Applications – Breath and Depth
Analyzing - Logic
Assessment - Significance
Creating New Knowledge - Fairness- Fairness