Verbal and Non-verbal Strategies

1. Different levels of questioning to encourage participation and risk-taking from all

students.
2. Loud, clear voice to maintain attention and keep students engaged (through my use of
tone, pace, volume, etc.)
3. Inclusive, respectful language towards all students.
4. Effective non-verbal communication such as teacher presence, circulating throughout
the environment, gestures

How they support student understanding, participation, engagement and achievement.

Using Bloom's Taxonomy, I am able to structure my questioning in lessons to allow for

students to engage in higher order thinking processes. I am also able to differentiate my
teaching by directing different levels of questioning to different students depending on their
readiness. This ensures that all students are able to participate, and furthermore, ensures that
they experience success when contributing to class discussions (Department of Education and
Children's Services [DECD], 2011).

When teaching, I ensure that I am projecting my voice so that is audible to all students
regardless of where they are working in the classroom. However, I also make a conscious
effort to use my voice strategically for a variety of purposes (Forlini, Williams & Brinkman,
2009). For example, to keep students engaged I use a well-modulated voice that changes in
tone and speed depending on what I want to emphasise, and to calm students I use a relaxed,
quiet voice that requires them to stop what they are doing and focus in order to hear me.

I believe it is important to model positive interactions and appraisals towards students in

order to foster a safe, welcome learning environment in which everyone is included and
valued. When communicating with students, whether it is one-on-one or in front of the class,
I ensure that I am using respectful language. Encouraging and supporting students verbally
makes them more likely to participate meaningfully in class (Stanulis & Manning, 2002). My
mentor teachers also noted my use of person-first language when working with students with
disabilities was noticeable and appreciated.

An example of how I use non-verbal communication to engage students is through the use of
proximity (Forlini, Williams & Brinkman, 2009). This means that I make an effort to move
throughout the room rather than stay in one spot, scan the room regularly, and interact with a
range of students rather than staying with one group. This has proven effective for my
students as I am able to strategically move closer to those who are not focused, which
provides them with a non-verbal reminder to stay on task. It also ensures that I am able to
monitor student interest, engagement and participation.

References
Department of Education and Children's Services [DECD]. (2011). Research into practice:
literacy is everyone's business. Retrieved
from http://www.decd.sa.gov.au/literacy/files/links/UtRP_1_6_v2.pdf

Forlini, G., Williams, E., & Brinkman, A. (2009). Help teachers engage students: actions
tools for administrators. New York, NY: Routledge.
Stanulis, R. N., & Manning, B. H. The teacher's role in creating a positive verbal and
nonverbal environment in the early childhood classroom. Early Childhood Education Journal,
30(1), 3 - 8.