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    Verbal and Non-Verbal Strategies

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    api-426591980
    The document discusses verbal and non-verbal strategies to engage students including using different levels of questioning, projecting voice clearly, using inclusive respectful language, and effective non-verbal communication such as circulating the classroom and using gestures. It explains how these strategies support student understanding, participation, and achievement by allowing higher-order thinking, differentiation, ensuring all students can participate successfully, and fostering a safe learning environment.

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    Verbal and Non-Verbal Strategies

    Uploaded by

    api-426591980
    437 views2 pages
    The document discusses verbal and non-verbal strategies to engage students including using different levels of questioning, projecting voice clearly, using inclusive respectful language, and effective non-verbal communication such as circulating the classroom and using gestures. It explains how these strategies support student understanding, participation, and achievement by allowing higher-order thinking, differentiation, ensuring all students can participate successfully, and fostering a safe learning environment.

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    verbal and non-verbal strategies

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    The document discusses verbal and non-verbal strategies to engage students including using different levels of questioning, projecting voice clearly, using inclusive respectful language, and effective non-verbal communication such as circulating the classroom and using gestures. It explains how these strategies support student understanding, participation, and achievement by allowing higher-order thinking, differentiation, ensuring all students can participate successfully, and fostering a safe learning environment.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    437 views2 pages

    Verbal and Non-Verbal Strategies

    Uploaded by

    api-426591980
    The document discusses verbal and non-verbal strategies to engage students including using different levels of questioning, projecting voice clearly, using inclusive respectful language, and effective non-verbal communication such as circulating the classroom and using gestures. It explains how these strategies support student understanding, participation, and achievement by allowing higher-order thinking, differentiation, ensuring all students can participate successfully, and fostering a safe learning environment.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    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.

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