Series Body Language: Body Language: Reinforcing Learning

Body Language: Reinforcing Learning

Lesson Objective: Use body language to reinforce learning
All Grades / Behavior / Class Culture
4 MIN

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Discussion and Supporting Materials

Thought starters

  1. How does Ms. Millington adapt her body language to accommodate using the whiteboard?
  2. How does she direct learning with the pitch of her voice?
  3. How does the teacher cue students to ponder their thoughts?
  4. How do you ask students questions through your body language?

7 Comments

  • Private message to Michael Burnett
  1. How does Ms. Millington adapt her body language to accommodate using the whiteboard?
    Though she is tied to the front of the class where the whiteboard is located, she still moves around in an animated style.
  2. How does she direct learning with the pitch of her voice?
    When she wants an answer, she will pitch up at the end of a question.  For statements she tends to pitch down, or stay the same.
  3. How does the teacher cue students to ponder their thoughts?
    She touches her chin in a traditional "thinking pose".
  4. How do you ask students questions through your body language?
    I tend to rely on hand gestures and movement.
Recommended (0)
  • Private message to Avery Baird

I really enjoyed watching the way this teacher engaged and held focus in her classroom. Moving around frequently when teaching a lesson allows the students to stay focused on the white board and also the teacher. The hand movements this teacher used were positive and also frequent, which helps students to feel confident about participating. I also liked that the assistant principal noted how when the teacher places her hand on her chin, it allows the students to understand she is wanting them to go into a thinking mode in a non-verbal way.

Recommended (0)
  • Private message to Mat Thames
While tutoring, I am usually sitting with the student, but I can definitely make more of an effort to point to the computer screen, which is my focus, and use hand gestures. I can also use intonation of voice to invite students to answer and to make proclamations when explaining a concept or asking a question about it. Hopefully, by working on my tone, I can get more of an answer out of the student than I previously did. Also, I can work on praising and reinforcing things they have done correctly in the session.
Recommended (0)
  • Private message to Kambria White
While at the white board, she's conscious of her movement. At a somewhat fast pace she moves up do the board, steps back (making sure her back is not to the students), switches from left side of board to the right. She also points in order for students to know exactly what they should ponder. By lowering her voice at the end of a question she is referring information. When voice is raised students have an idea that she's seeking their help in answering the question. When she wants students to think, she places her fingers on her chin. I place my hands flat on the table (on top of the books sometimes and other times I clinch them together. I also use the white board, making sure my back is not turned
Recommended (0)
  • Private message to Sumedha Manabarana
This is one of my favourite subjects. I love to see or read more. A very useful medium if effectively used. Should come naturally and use it meaningfully to get the students involved in the lesson. Active teacher. My regards!
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External Resource Materials

Transcripts

  • Summary

    Demonstrating how body language or non-verbal communication is useful for teaching and reinforcing knowledge of difficult concepts.
    Body language expert

    Summary

    Demonstrating how body language or non-verbal communication is useful for teaching and reinforcing knowledge of difficult concepts.
    Body language expert Chris Caswell, assistant headteacher at Myton School, observes and reviews a modern foreign languages class on verbs.
    He highlights how the teacher's gestures help her command the class in front of the whiteboard, and how changes to her intonation indicate when she wants pupils to listen and when she wants participation.

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