1.

HOW EFFECTIVE OF VERBAL AND NON-VERBAL

COMMUNICATION SKILLS WOULD LEAD TO EFFECTIVE
CLASSROOM
2. WAYS TO MANAGE VERBAL AND NON-VERBAL
COMMUNICATION IN ESL CLASSROOM
Prepared by: Aisyah Musfirah Shaharudin
: Izyan Izzaty Ismail
: Hasnol Lahap

Non Verbal Cues:

Learn How To Use Them Effectively In Teacher Student
Communication
All teachers send out non verbal cues to students in every class.Psychologists say that over

90% of all human communication is non verbal , and some research suggests
that at least 75% of all classroom communication is non verbal. It
makes sense therefore for teachers to use non verbal communication to their advantage in
the classroom.

Non verbal cues and how to use them effectively

Facial expressions

The face is very expressive and can be used to great effect by teachers. The most
powerful facial expression is the smile.

smile send out

the message that they are enjoying being with the students, they are

Students like teachers who smile a lot, because teachers who

relaxed and they are confident.

Of course teachers shouldn't take smiling to ridiculous lengths, there are

obviously times when a more serious expression is appropriate. Interestingly, the
effect of withholding a smile can sometimes communicate powerfully to
students that some aspect of their behaviour has met with disapproval, and is
often more effective than any words.

Eye contact
Eye contact is another way to improve your nonverbal communication skills.

secure the trust of your

students while also getting their attention .

When you look around your classroom, you

Teachers can take advantage of this by making sure theyscan the

a way of monitoring student behaviour,

but also as a way of making all students feelincludedin the interaction.
roomcontinuously, not only as

Avoid the temptation to'roll your eyes'if you disapprove or are frustrated by
specific student behaviour, because this isa powerful negative non verbal cuethat is
dismissive of the student, and counter-productive.

Clapping
Clapping is a quick way to get the attention of a classroom
that is out of control. If you do not have time for a five second
stare, loud claps should make your classroom stop acting out
and pay attention. Simply clap your hands together several
times loudly.

Gestures
Gestures are part of a teacher's stock in trade. Human communication is often
enhaced by appropriate use of gestures.

Teachers use gestures in the classroom to:

make the lesson content clearer by emphasising specific points or by making an
explanation more graphic

hold attention better and therefore maintain interest

 It's also possible to use gestures to:

remind students of specific routines - for example, to look at whiteboard or

screen, to listen carefully, not to 'rock' on the chair etc.

maintain the flow of an activity - for example, some kind of 'continue'

gesture makes it clear that you want more information in the answer from the
student
It's important to explain to students what your gestures mean. All teachers have
their idiosyncrasies and the meaning behind some gestures may not be
immediately clear. With my classes, for example, an arm raising gesture is to
emphasise the need for keeping silent and well behave.

Verbal communication
Teacher student communication plays a big part in the success of classroom interaction. Although
some experts say that as much as 93% of interpersonal communication is non- verbal, the
teacher's stock in trade is verbal communication, and paying attention to how teacher talk
is structured is necessary for verbal communication with students to work effectively.
Although verbal communication in the classroom is dynamic and depends on context and
circumstances, there are certain techniques that teachers can master to help make
communication with students successful.

The aim ofteacher talkis to deliver information and instructions in

clear, unambiguous ways. So structuring your talk in the classroom to achieve your
objectives is a really important factor in establishing good teacher student communication

Strategies for successful verbal

teacher student communication
Give instructions and information in small bite size
'chunks
If, for example, you want to explain that a learning activity consists of 4 separate steps, with
some students you will need to explain step 1, get the students to do it, than explain step 2,
and so on until the activity is complete. It's really important to

give students these

'landmarks' to guide them through the learning, a bit like going from tree to tree
through a forest.

Be careful not to talk for too long at a

stretch
Most young people's attention span is roughly their chronological age plus or minus three
or four. So if you're talking to a class of eleven year olds, the maximum length of time to talk
in one go would be 14 or 15 minutes, but for some their attention may start to wander after
eight minutes,or less, assuming there are no other distractions.
A handy rule of thumb might be to think of talking for a minute or two less than the
chronological age of the class, before getting students to then do something more active, or
at least without having to listen attentively to the teacher talking.
These are not hard and fast rules, and, as with other aspects of classroom life, so much
depends on context and how well the teacher knows the class. Some expert teachers have
developed their skill so that they limit all teacher talk to no more than 5 minute bursts.

Speak respectfully to students

All teachers know how hard this can be at times, when students themselves speak
disrespectfully. It is nevertheless important to do everything possible to maintain
a respectful tone, because promoting respect is one of the core principles of
education, and we must, as teachers, try to take responsibility for modelling
respect. It's also true that maintaining a respectful tone gives the teacher a better
chance to remain in control.