Transcript Asking Questions Bell Work

Asking Questions
Bell Work:
Using one of your lesson plans and a review of the next 2
slides, examine any of the scripted key questions in the
instruction, consolidation or application stages and categorize
them using Bloom’s Taxonomy. Try to add 2 more questions
from any 1 of the 3 higher order thinking areas -analysis,
synthesis, evaluation .
Communicating authentically requires:
 a sensitivity to the world of others
 an ability to empathize… to understand what it is like to
be the other person
The climate for learning is set by the teacher:
 Who? What? When? With Whom?
 Facilitates involvement
 Stimulates interest
 Demonstrates/models caring
Special components of interpersonal skills
which facilitate effective learning:
1.
2.
3.
Empathy
Respect (Warmth)
Genuineness
To help develop interpersonal communication
skills:
Verbal/Non-verbal Congruence
 Personal Communication Style

Passive
 Aggressive
 Assertive/Congruent

Ways to enhance congruence:
1. Look at your ways of interacting.
2. Develop Active Listening Skills:
 be fully and accurately involved with what is
being said and felt both verbally and non-verbally
 show a genuine concern for what the speaker is
feeling as well as … is saying.
3. Be aware of your own feelings, prejudices and
expectations about the speaker
(Ask yourself: Can I accept the feelings and
attitudes of the speaker even if they are different
than my own?)
Build on your unique strengths.
Nonverbal Communication
Studies show that during interpersonal communication:
7% of the message is verbally communicated
93% of the message is nonverbally transmitted
through tone of voice, body language, emotions of the
sender/receiver, other connections… friends
/enemies/ professionals)
What you say is not nearly as important as how you
say it.
Actions speak louder than words.
Definition
 Non-verbal communication is communication without
words.
 Non-verbal communication can be viewed as
occurring whenever an individual communicates
without the use of sounds.
 Non-verbal communication is anything someone does
to which someone else assigns meaning.
 Non-verbal communication is the study of facial
expressions, touch, time, gestures, smell, eye
behaviour, and so on.
Nonverbal messages are an essential component of
communication in the classroom.
a. eye contact signals interest in others
b. smile indicates warmth, friendliness
c. gestures…nods
d. posture and body orientation
e. proximity dictated by cultural norms
f. vocal element: tone/inflection/loudness
A matrix of verbal versus nonverbal behaviours
Verbal
(symbolic)
Vocal
Nonvocal
Verbal/vocal
behaviours
Non-verbal
(non-symbolic)
Nonverbal/vocal
Behaviours (eg. The
rate, loudness, softness
of speech etc.)
Verbal/non-vocal
Non-verbal/non-vocal
Behaviours
Behaviours (e.g. Body
(e.g. American Sign language, use of space
etc.)
Language)
Classification
 Body language: posture, head movement, facial
expressions, eye behavior, gestures, handshaking, arm
movement, leg movement etc.
 Paralanguage: sound, pitch, tempo of speech, turntaking, silence
 Object language: clothing, personal artifacts, hair, etc.
 Environmental language: time language, spatial
language, colour, light, signs and symbols, architecture,
etc.
Functions
 Complementing (e.g. “Attention please” )
 Contradicting (When there are contradictions, do people tend to
believe the verbal messages or nonverbal ones?)
 Repeating
 Regulating (e.g. A head nod to indicate that it is his/her
turn the speak)
 Substituting(e.g. A noisy cafeteria might get you to wave
at a friend instead of screaming to get his/her attention)
 Accenting(e.g. A well-skilled public speaker might pause
before or after an important point in a speech.)
Aspects of non-verbal communication
• Posture
• Eye contact
• Use of silence
15
More than words – Case Study
 A teacher can’t get his students’ attention and his
volume starts to rise. He glares at them and tells them
to do some work on the board. Some do; most don’t.
His volume increases again: “Don’t look at me; look at
the board.” Some students squirm; most still look at
their teacher. While telling the students to look at the
board, the teacher’s non-verbal message, conveyed by
his eyes, is to look at him. No one is going to look away
from a teacher in this situation. Discuss at your table
how the teacher has sent a mixed message.
Use More Than Your Words
Use More Than Your Words - Professionally Speaking - March 2008
 Adapted from L. Miller in Professionally Speaking (March 2008) The
magazine of the Ontario College of Teachers see link above
 Getting Attention – lower the class metabolism by
pausing and whispering, don’t try to talk over the
students.
 All teachers have a range of voices (e.g. the credible
voice has little modulation).
 Keep head, body, face, arms, and hands still when
using the credible voice.
 Actions, voice tone, words, sending the same message.
When
to use
 Use the credible
voice voice?
when giving instructions,
delivering teacher-directed lessons and covering
instructions. Use it when you want to hold students’
attention.
 The approachable voice is the opposite of the credible
and uses much modulation. The voice has rhythmic,
even melodic tones. The head moves up and down,
arms and hands move and are open.
 The approachable voice invites discussion, encourages
participation and makes students feel warm and
welcome.
When
to
use
voice
continued…
 Try both voices yourself and hear the difference in this
sentence:
“Boys and girls, I’d like your attention now please.”
 It’s time to begin your first lesson of the day. You listen
to the volume, wait for a lull and speak 2 levels above it:
“Class, please look in this direction.”
 Ensure everyone’s attention and then drop your volume
and begin.
 If you’re using the credible voice, make sure your body
language is credible too.
Non-verbal teacher tips…
 Reinforce your message when asking students to look
at the board by looking there as well.
 Stand in the same spot when you want the students’
attention. “This lets the visuals see you and the
auditories hear you.” Regularly using this technique
trains the students that this is the time for them to be
attentive.
 After a while, when you stand in that spot, you will
have their attention, without having to say a word.
Tips continued…
 If your body language and emphasis match your words,
you are more likely to connect with all your students
and your message will have more impact.
 When teachers give students 3 or more seconds of wait
time, the outcomes include longer and more correct
responses, fewer I-don’t-knows and more volunteered
answers.
 Show don’t say, “Class you have this many minutes to
complete this activity.” Don’t say the number, hold up
two fingers.
Tips continued…
 “Class turn to this page please.” Write 27 on the board,
point to it and look at it for a few seconds and don’t say
the number.
 Teach students your gestures so the students will know
what it means when you hold up a stop hand or when
you fan your hands to show open your books. Gestures
save your voice.
 Save eye contact for positive interactions, positive
relationships.
More tips…
 Give students thinking time before a class discussion.
“Boys and girls, I want you to think about this question
before we talk about it. Write it down in your
notebooks. Think about it for 20 seconds.”
 Get everyone’s attention before starting your lesson
(e.g. raising hand as quiet signal).
 Begin each class by telling the students what will
happen and what they will do.
 Don’t stay at your desk. Circulate and monitor progress
as students work.
Body
Language
 If you want the students to be still, be still yourself. A still
body helps deliver the content.
 Example:
Using the credible voice, walk and talk: “Boys and girls,
today we are going to talk about a very important year in
Canadian history: 1867. The year Canada became an
independent country.”
Now say it again but pause and “freeze” your body before
you say 1867. The words may be the same but the impact
is significant. You’ll have even more impact if you hold
the pause for a few seconds.
Putting It All Together
Creating a climate that facilitates learning demands
good verbal and nonverbal skills.
Model Good Listening Skills
1.
2.
3.
4.
5.
Be interested and attentive, ask about students
ideas and opinions
Encourage talking, ask students to
describe/explain to extend the conversation
Listen patiently
Hear children out
Listen to nonverbal messages
Teach students what good listeners do!
 look at the speaker while he/she is speaking
 does not interrupt
 provide appropriate feedback with a nod or a point
of clarification
 ask pertinent questions about what is being said
 does not doodle or engage in other distracting
mannerisms
 Assigned Readings:
Read pp. 208-209 in CT & M
Class 9_Handout_Nonverbal_Communication
pp. 346-347 in CT & M for next class on Graphic
Organizers & Mind Mapping.
Multiple Intelligences – p. 26
Learning styles – p. 316
 Assignment :
# 3 – Lesson Plan #2 Due – Fri. Oct. 31