PowerPoint Presentation

Its Not just what you sayTraining Your Tutors in Non-Verbal CommunicationUche Ukuku, Graduate Assistant & Mark Walvoord, DirectorStudent Learning Center, University College, University of OklahomaOUs Student Learning Center

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Student Learning CenterPromoting students' critical thinking skills, academic achievement, and positive study habits; especially first-year students in their transition to OU.

FacilitiesUniversity of Oklahoma3

Encouraging students to take ACTION towards their own academic success

free tutoringUniversity of Oklahoma4

Offering academic assistance in over 65 subjectsMulti-location, in-person or onlineDrop-in or by-appointmentStaffed by trained, undergrad Peer Learning Assistants, GTAs, and/or Instructors

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Productive tutor training sessions:8-hour, conference-style at start of semesterWeekly opportunities with various topics to get the 4 more required hours per semester

12-hour required per semester for our tutors; advanced tutors run some sessions; we invite other programs on campus to participate (GTAs, faculty, other tutors, and neighboring Learning Center admin have attended)7OUs UC Action program is CRLA Level III certified!

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9UC Action visit data11OverviewNon-verbal communication is described as the process of communication through sending and receiving wordless cues between people. These messages can be communicated through body language, paralanguage, proximity, and silenceMost researchers purport that 65-93% of all communication is non-verbal

Its Not just what you sayTraining Your Tutors in Non-Verbal CommunicationAnthropologists theorize that long before human beings used words to talk things over, our ancestors communicated with one another by using their bodies. They gritted their teeth to show anger; they smiled and touched one another to indicate affection.

Miller (1988) stated, Teachers should be aware of nonverbal communicationfor two basic reasons: (1) to become better receiver of student messages and(2) to gain the ability to send student positive signals that reinforce learning,and at the same time become more adept at avoiding negative signals thatstifle learning.12FunctionsResearchers have identified six major functions of non-verbal communicationAccentinge.g., A raised eyebrow might accompany an expression of surpriseComplementinge.g., Biting my fingers while saying Im nervousContradictinge.g., Saying Im alright with tears in my eyes and/or quivering voiceRegulatinge.g., When I want you to stop speaking so I can talk I put one hand out, with the palm facing forward and turn away slightlyRepeatinge.g., With car keys in hand, coat and hat on, I can announce: "I'm leaving now," as I walk toward the door.Substituting e.g., A head nod or shake

Non-verbal communication supports or detracts verbal messages.13Non-verbal ComponentsBody Language: nonverbal, usually unconscious, communication through the use of postures, gestures, facial expressions, and the like. Actions come without consent or consciousness, they can indicate aggression, attentiveness, boredom, relaxation, etc.

Miller states that the most important and reliable feature of the face are the eyes. They can be shifty andevasive; convey hate, fear, and guilt; or express confidence, love, and support. Studies show that gaze and eye contact can provide information, regulate interaction, express intimacy, exercise social control, and facilitate goals. Tutors can connect with clients through eye contact.

The level of credibility and honesty has been found to be related to the amount of eye contact exhibited by a speaker.14Non-verbal ComponentsKroehnerts (2006) 5 teacher errors in body languagenasty personal habitsbeing too stiffblocking or touching the facepointless hand gesturestapping or shaking legs and/or hands

Kroehnert (2006) states that there are 5 most general error in the body language of teachers: 1. nasty personal habits, 2. being too stiff, 3. blocking or touching the face, 4. pointless hand gestures, 5. tapping or shaking legs and/or hands15Non-verbal components cont.Paralanguage: the communication effect of the speech, pitch, volume, tone, and connectivity of spoken words. Your tone should reinforce the verbal message you are conveying. Vocal intonation is probably the most valid and understood area of non-verbal communicationIf vocal information contradicts verbal, vocal will dominate. Wrong emphasis can destroy the intended meaning of a sentence (hopkins)16Non-verbal components cont.Silence: absence of any sound or noise Silence can communicate comfort, companionship, or support; it can indicate that he listener cares enough to stay present even if words arent being spoken. Silence can motivate students to answer questions. It is also a cue to if/when a student needs help.

17Can you read their Body Language?

A self-comforting, self-stimulating posture, unconsciously used to alleviate anxiety and social stress also can be used to convey resistance (Cross-cultural)This motion is often linked with deception.2.18Can you read their Body Language?

1. A closed-off posture implies resistance. "People might just be cold, but the stereotype isthat they aren't listening," explains Ronald Riggio, director of the Kravis Leadership Institute at Claremont McKenna College.19Can you read their Body Language?

1. When you see this, a decision is being made.20Activities: Part 1 Your non-verbal cues(This slide is for presenter use)Tone of Voice activityUsing the sentence Come to the board give 3 different ways this sentence can be said in relation to 1. Body language 2. Proximity 3. Paralanguage (tone, pitch, volume, speed). After youve created these three different ways to say this sentence with your partner rank body language, proximity, and paralanguage in order of importance of how you view each one in regards to getting a favorable response from a student.This activity may be modifiedActivities: Part 2 awareness of clientsNon-verbal story response:Using a prompt, tell a story to your partner, your partner will respond to the story non-verbally according to whichever emotion they are given. Switch.Movie clipIn groups watch this clip without sound, come up with the dialogue for what was happening, watch again with sound.https://www.youtube.com/watch?v=IIVH7jmqdNc In groups again watch another less obvious clip without sound. I will list what was said and in groups you must assign which person in the clip said what and give your justifications based on nonverbal cues, watch again with sound.List of emotionsShy/BashfulAngryEnthusiastic/JoyfulFearfulBored

FrustratedSkeptical Stressed/AnxiousSadStaff FeedbackFeedback from our tutoring staff?

Entertaining and meaningful.Fun activities. It was good to be involved in the discussion.Learned to recognize body language. This session made me think about the cues I want to send my clientsIt was nice to revisit some concepts of nonverbal communication & how it can apply to tutoring.Present from doing either activity, comparison to scores on other activities or comments about the activities (from 8/25/12 and from previous semesters activity that Uche ran on communication?)24Tutor Training Evaluations How did The Non-Verbal training rank on the evaluations scale of Usefulness as compared to the other sessions offered? (1=least useful 5= very useful)

Questions??