Communication Norms: Nonverbal Communication In The Classroom

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Communication norms are non-verbal expressions that convey socially acceptable meaning that carry some degree variation according to culture and race. Some forms of non-verbal communication include facial expressions, eye contact, taking turns, communicative distance and gestures. “More than 65 percent of the social meaning of a typical two-person exchange is carried by nonverbal cues” (Diaz-Rico & Weed, 2006, p. 280). Non-verbal communication can affect the learning process or create misconceptions by the teacher and student. Learning about communication norms that are customary from the students’ culture is one way to get to know and better understand them. Teaching ELLs the norms of their new country is quite benefit and helpful for them…show more content…
Prior to the students working on this activity with a partner, I had demonstrated the procedure to the class while using the projection screen. Students used their listening skills to follow along. I didn’t require them to take notes, because I didn’t want them to be distracted from the listening and visual demonstration. Sometimes ELLs lose track of the instructions when taking notes, because they get hung up on the spelling of a word. The activity involved multiple steps and I didn’t want students to miss a step because of poor note taking as well. No one in the class had ever worked with this software before, so it was new information for everyone. As one student read using CALP skills, the other students listened while using BIC skills. The student that was listening/working on the computer needed to make sense of the verbal instructions and execute the commands precisely. They could focus on finding the exact wording and menu items on the computer instead of going back and forth from the text to the computer. The student reading the instruction had to pronounce the words correctly for his partner to comprehend and find it on the computer. Once the instructions were done, the students switched roles and completed the task again. I felt that pairing ELLs students was an effective strategy to use for this activity. As I observed the students working, the students working with a partner had less questions and came across fewer

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