COMUNICACIÓN PARALINGÜÍSTICA

COMUNICACIÓN PARALINGÜÍSTICA

NON-VERBAL COMMUNICATION

Communication

PARALANGUAGE

EYE CONTACT (OCULESICS)

EYE CONTACT (OCULESICS)

EYE CONTACT (OCULESICS)

Direct eye contact is when you look directly into someone’s eyes, while indirect eye contact is when you look at their face or other parts of their body.

EYE CONTACT (OCULESICS)

Direct eye contact can convey confidence, interest, and respect, but it can also be perceived as aggressive, intimidating, or intrusive.

EYE CONTACT (OCULESICS)

Indirect eye contact can convey modesty, politeness, and attentiveness, but it can also be perceived as shy, bored, or dishonest. The best approach is to use a mix of direct and indirect eye contact, depending on the context and the culture.

EYE CONTACT (OCULESICS)

EYE CONTACT (OCULESICS)

EYE CONTACT (OCULESICS)

EYE CONTACT (OCULESICS)

EYE CONTACT (OCULESICS)

Body Language (Kinesics)

It refers to body movements, gestures, facial expressions, and posture. In teaching, gestures can:

• Emphasize important ideas.
• Support meaning for second language learners.
• Manage classroom dynamics (non-verbal cues).

Body Language (Kinesics)

A. Starting / Ending ClassB. Managing Materials C. Managing Classroom Behavior D. Group and Pair Work E. Checking Understanding / Feedback F. Lesson Transitions

posture

Posture: Open vs. Closed: An open posture (uncrossed arms, body facing the group) conveys accessibility and confidence. A closed posture can indicate boredom, frustration, or detachment.

gestures

Gestures: Illustrators: Gestures that accompany and reinforce speech (pointing to an item on the board, showing the size of something with your hands). They enhance understanding. Emblems: Gestures with a specific meaning that can replace a word (like a thumbs-up, or a "quiet" gesture). Adaptors: Self-directed, often unconscious gestures (fidgeting with a pen, touching your hair). In the teacher, they can convey nervousness; in students, boredom or anxiety.

gestures

gestures

RELAX! STANDING vs. SITTING vs. CROUCHING vs. LEANING vs. LYING DOWN – Experiment with what stances generate different kinds of comfort and other effects for you and the students!

discipline

(In) A well-behaved classroom...

discipline

discipline

discipline

Task:

1. What things can you do in advance to try to ensure that discipline problems do not arise? 2. What should you do when you see that a discipline problem is beginning during the lesson? 3. What are some options when you have a discipline crisis in the classroom, such as students rudely refusing to do what you ask?5. Can you recall incidents of discipline from your own experience as a student or as a teacher? How were they treated?

attention GETTERS

attention GETTERS

attention GETTERS

Miller, Patrick W. Body Language: An Illustrated Introduction for Teachers. Patrick W Miller & Associates, 2005. Morris, Desmond. Manwatching: A Field Guide to Human Behaviour. Triad Books, 1978. Neill, Sean and Caswell, Chris. Body Language for Competent Teachers. Routledge, 1993.

Charles, C. M. (2010) Building Classroom Discipline (10th edn), Boston: Pearson Education. Cohen, L., Manion, L. and Morrison, K. (1996) A Guide to Teaching Practice, London: Routledge. Maclennan, S. (1987) Integrating lesson planning and class management. ELT Journal, 41(3),