Nonverbal .Communication Skills - ERASMUS

8/18/2019 Nonverbal .Communication Skills - ERASMUS

http://slidepdf.com/reader/full/nonverbal-communication-skills-erasmus 1/15

Αγαπητοί φοιτητές του Εράσμους, καλωσήρθατε.

Agap! "!!#$ %&a$'($, )a*+$&!a!#.

Dear Erasmus students, welcome.

Due to all my lessons is in Greek language, I know that it is

difficult for you to follow the lectures, the presentations and

the other teaching activities which are required for the

semester. In spite of this, you could have plenty of mysupport even in the classroom or by e-mail or using any

facility of the ibrary or with any other convenient way. !o

do not be hesitated to ask my help, especially when you need

something related to the lesson.

In parallel with your participation in the classroom, you have to

read my three articles which are published in English. "ou

can find them attached in the first page of my web site. #fter that, you have to compose a paper of around $.%%% words on

a sub&ect which we will discus in details using the

appropriate bibliography. 'he following article ()onverbal

*ommunication !kills+ is a paradigm of what I ask you to

do. #t the end of the semester you will give me your work in

my office and then we will have a discussion on the contents,

procedures and other parameters you conducted the paper. It

is very important because this consists the main part of your assessment.

lease start as soon as possible and dont forget to en&oy the

eperience of /niversity of the #egean, '.E..#.E.!. our

Department, collaborations with other students and also the

magnificent city of 0hodes and the beautiful island with

local traditions.

1



Course title: PEDAGOGICAL COMMUNICATION IN

PRESCHOOL AND EARLY CHILDHOOD EDUCATION

CLASSROOM

Course code: 234%11

Type o course: 'heoretical sessions and workshopsSe!ester"tri!ester: 5all and !pring !emester

Nu!#er o credits $lloc$ted: $ ECTS %

N$!e o lecturer: ecturer, Dr. anagiotis !tamatis

O#&ecti'e o t(e course:

In the framework of the sub&ect the following general aims are sought6

• 'o introduce students with the basic approaches to the phenomenon

of communication through the cognitive approach to

communication theories and their models• 'o teach students elements of verbal communication as well as the

usual problems related to it.

• 'o teach students elements of non verbal communication as well as

the usual problems related to it.

• 'o acquaint students with the role of senses in the eercise of

strategies of communication pedagogy.

• 'o introduce students with the communication strategies and

counseling in interpersonal communication skills in a pre-school

environment.

Prere)uisites: none

Course co*te*ts +Syll$#us,:

'he aim of this course is the ability to develop communication strategies

to tackle educational problems that arise in the contet of interpersonal

relations, especially in the kindergarten classroom. 'he definition of

7educational communication8, the approach through contemporary

theoretical models and the emergence of verbal and nonverbalcomponents of communication process in the contet of educational

practice, are focal points of the lesson. 'he course also eamines the

wider communicative contet of interpersonal relationships that develop

in education, these factors create problems of communication, the role of

consciousness in the cultivation of communication skills and presentation

strategies and techniques of effective communication (communication

counseling+.

9



Reco!!e*ded re$di*-:

I* Gree.:• 5riedrich, :. (9%%%+. Επικοι-ω-ία στο -ηπιαγωγείο. α παι/ιά ως ομιλητές και

ακροατές. 4;<=6 >?@AB;CA-. FH=<J

• Kosien, L., M=NOFCPJ, . Q O=<<?RS=J, T. (1UUV+. W X@OYO<A<Z= [S\= YO

S]A =@^ C< XN=\O=Y^ _`. 4B;<=6 3RRP<OYF F[[=C=.

• Lorris, D. (1UU+. Α-θρωποπαρατήρηση. 0 α-θρ1πι-η συμπεριφορά. 4B;<=6

4\X<ZHP.

• ainwright, G., (9%%%+. 2 γλ1σσα του σ1ματος . #B;<=6 =\C=<O`CP.

• =C;, . (9%%%+. 3λ1σσα και επικοι-ω-ία στο παι/ί. 4B;<=6 H?\\S=J.

• <CFYJ, #. Q RX[OY J, ). (9%%%+. 2 μη λεκτική επικοι-ω-ία στο

-ηπιαγωγείο. #B;<=6 ERRP<OYF F[[=C=.

• T@=YOC;J .. (1UUU+. Επικοι-ω-ία και αγωγή. 4B;<=6 Gutenberg.

• C=[FCPJ, .j. (9%%U+. 4αι/αγωγική επικοι-ω-ία στη- προσ5ολική και

πρωτοσ5ολική εκπαί/ευση. 4B;<=6 4C=@^J

Te$c(i*- !et(ods: Every three-hour session is supported with

contemporary audio-visual material and technological means. articular

emphasis is given to the session organiation. !tudents are familiar with

each and every lesson plan, attend classes and participate in the teaching

and learning procedure. #t the end of each session, they are informed

about the content of the following teaching and learning session. During

each session, students are encouraged to epress their questions and

queries to the teaching practitioner as well as their views and eperiences

after their prompting appropriate didactic questions. Loreover, they areinvited to develop a dialogue driven by the stimuli provided during the

teaching and learning session. Ecept for their personal contact during

sessions, the students have the possibility to communicate with the

teaching practitioner on a daily basis, by phone, via e-mail and most

importantly personally either at the teaching practitioners office or at

other places in the /niversity premises (library, laboratories, etc.+. #t the

following web site http6www.rhodes.aegean.grtepaesdidaskontesstamatisinde.htm

one can be provided with useful information about the sub&ect as well as

supporting material (articles, notes and remarks, etc+.

Assess!e*t !et(ods: 'he demonstration of interest and participation in

the teaching and learning procedure of each session constitute elements of

positive assessment of student performance. In addition, the composition

of a paper and its presentation constitute additional assessment criteria.

!tudent assessment can be oral or written and constitutes the % of the

total grade of the particular sub&ect, while the remaining $% is obtained

with a written composition of a paper.

$

http://www.rhodes.aegean.gr/tepaes/didaskontes/stamatis/index.htm




L$*-u$-e o i*structio*: In Greek

Course title: PEDAGOGICAL INTERACTIONS IN PRESCHOOL

EDUCATION

Course code: 234%19

Type o course: 'heoretical sessions and workshops Se!ester"tri!ester: !pring !emester

Nu!#er o credits $lloc$ted: $ E*'!



'he goal of the sub&ect constitute, on the one hand, the presentation of

theoretical models and methodological brainstorming relating to the

procedures of knowledge construction in the framework of the pedagogic

interactions during the materialiation of teaching and learning activitiesand, on the other hand, the eploration of psycho pedagogic continuation

of those theories as well as the study of the cognitive development

procedures of pre-school and early primary school children, in order to

accomplish appropriate choice and development of pedagogic strategies

which will contribute to their knowledge construction.

In the framework of the sub&ect the following general aims are sought6

• 'o introduce students with the basic forms of pedagogic

interactions in the pre-school environment.

• 'o teach students strategies of interpersonal communication so that

they can deal with phenomena of conflict and generally behaviour

problems conduct in the pre-school environment as well as their

consequences.

• 'o introduce students with learning theories and their pedagogic

dimensions in relation to knowledge construction.

Prere)uisites: none


*lassroom interactions combined with theories of learning are creating

the contet of this sub&ect. Elements about group cohesion and other

characteristics of a typical and non typical group are eamined in parallel

with learning theories which focus on how knowledges are composed.

Lany paradigms of daily interactions of a preschool education classroom

are posed under each lessons discussion which aims to students

preparation in order to build hisher successful future like a special

interactant in a preschool environment with children, parents and

colleagues.




I* Gree.:• Lercer, ). (9%%%+. 0 συγκρ6τηση της γ-1σης. 4B;<=6 TXC=Z_[O.

•

Lorris, D. (1UU+. Α-θρωποπαρατήρηση. 0 α-θρ1πι-η συμπεριφορά. 4B;<=64\X<ZHP.

• 4<=N<A\C@R?, . (9%%V+. O HO=@\A@OYSJ \_S\XOJ XY@=OHX?COY`< Y=O

[=BPC`< \CP \_ROY; CF]P. XAPCOY; =<FR?\P Y=O X[@XOOY; @\SNNO\P.

X\\=R<ZYP6 4Z ?O=YZHP.

• <CFYJ, 4. Q RX[OY^J, . (9%%%+. 7η λεκτική επικοι-ω-ία στο

-ηπιαγωγείο. 4B;<=6 3RRP<OYF F[[=C=.

• =@=HFYP-LO_=PRZHP, E. (1UU+. 2 σιωπηλή γλ1σσα τω- συ-αισθημάτω-82

μη λεκτική επικοι-ω-ία στις /ιαπροσωπικές σ5έσεις . #B;<=6 ERRP<OYF

F[[=C=.

• RX[OY J, . Q <CFYJ, 4. (9%%9+. 7η λεκτική επικοι-ω-ία. 4B;<=6

3RRP<OYF F[[=C=.

• C=[FCPJ, .j. (9%%U+. 4αι/αγωγική επικοι-ω-ία στη- προσ5ολική και





each and every lesson plan, attend classes and participate in the teaching

and learning procedure. #t the end of each session, they are informed

about the content of the following teaching and learning session. Duringeach session, students are encouraged to epress their questions and


after their prompting appropriate didactic questions. Loreover, they are

invited to develop a dialogue driven by the stimuli provided during the



teaching practitioner on a daily basis, by phone, via e-mail and most

importantly personally either at the teaching practitioners office or at

other places in the /niversity premises (library, laboratories, etc.+. #t thefollowing web site http6www.rhodes.aegean.grtepaesdidaskontesstamatisinde.htm







!tudent assessment can be oral or written and constitutes the % of the

V





total grade of the particular sub&ect, while the remaining $% is obtained

with a written composition of a paper.


Course title: PSYCHOLOGY AND COMMUNICATION: NON/ER0AL 0EHA/IOR

Course code: 23%%1

Type o course: 'heoretical sessions and workshops

Se!ester"tri!ester: 5all !emester

Nu!#er o credits $lloc$ted: $ ECTS %



In the framework of the sub&ect the following general aims are sought6• 'o introduce students with the basic approaches of the

phenomenon of communication through the psychological

approach of the communication theories and their models.

• 'o teach students elements of non verbal communication as well as

the usual problems related to it.

• 'o teach students the role of the senses for the eercise of

pedagogic communication strategies and more generally of the

didactic eploitation of body language.

•'o introduce students into the field of non verbal communicationstrategies development as well as into counseling for issues of

interpersonal communication in pre-school education.

Prere)uisites: none


*ommunication constitutes one of the most diffused and critical human

function. 'hrough communication humans have the ability to control, to

some degree, their natural as well as their social environment. :umanslearn, in a relatively short period after their birth, the comple

communication process, which is a dynamic function, continuously

changes and involves echange and interaction. )on verbal

communication constitutes an eciting, fertile, rapidly developing field of

scientific research with interesting theoretical and methodological

approaches and a broad range of practical applications. 'he interpersonal

distance, body contact, body movement, gestures, phonetic characteristics

of speech, body appearance constitute the entity organiation of non

verbal communication and are eamined in the framework of this sub&ect.



articular emphasis is given to the non verbal communication into school

classes during the interaction of teaching practitioner and learner.


I* Gree.:• ainwright, G., (9%%%+. 2 γλ1σσα του σ1ματος . 4B;<=6 =\C=<O`CP.

• MXCC^J, j. 3. (9%%$+. 7η λεκτική συμπεριφορά εκπαι/ευτικο9:μαθητή.

;σκηση με μικρο/ι/ασκαλία. 4B;<=6 4C=@^J.

• RY=J, L. Q =R[ZPJ, . (X@O[. 9%%$+. <ιαταρα5ές επικοι-ω-ίας και

λ6γου. #B;<=6 'elogos =<. <A\P N@XHOY`<

• <CFYJ, #. Q RX[OY J, ). (9%%%+. 2 μη λεκτική επικοι-ω-ία στο

-ηπιαγωγείο. #B;<=6 ERRP<OYF F[[=C=.

• =@=HFYP-LO_=PRZHP, E. (1UU+. 2 σιωπηλή γλ1σσα τω- συ-αισθημάτω-82 μη λεκτική επικοι-ω-ία στις /ιαπροσωπικές σ5έσεις . #B;<=6 ERRP<OYF

F[[=C=.

• =@=PRO, x., =<BFY?, . Q x=CP_;\C?, . (X@O[. 9%%V+.

EY@=OHX?COY; \_ROY; z?_RNZ=, C. #. 4B;<=6 4C=@^J

• RX[OY J, . Q <CFYJ, 4. (9%%9+. 7η λεκτική επικοι-ω-ία. 4B;<=6

3RRP<OYF F[[=C=.

• {;N=, . (9%%1+. 2 σωματική έκφραση στο -ηπιαγωγείο και στο /ημοτικ6

σ5ολείο. 4B;<=6 '?@AB;CA-. FH=<J

• =Y=RFYP, L. (1UU+. =υ5ολογία της επικοι-ω-ίας. >εωρητικά και ρε9ματα

και προοπτικές της έρευ-ας. 4B;<=6 =@=;\P• C=[FCPJ, .j. (9%%U+. 4αι/αγωγική επικοι-ω-ία στη- προσ5ολική και


• Davies, 0. (1UUV+. 0 γλ1σσα του προσ1που. 4B;<=6 \@C<.

• 5riedrich, :. (9%%%+. Επικοι-ω-ία στο -ηπιαγωγείο. α παι/ιά ως ομιλητές και

ακροατές. 4B;<=6 >?@AB;CA-. FH=<J

• Lorris, D. (1UU+. Α-θρωποπαρατήρηση. 0 α-θρ1πι-η συμπεριφορά. 4B;<=6

4\X<ZHP.

• ease, #. (1UU1+. 2 γλ1σσα του σ1ματος . #B;<=6 \@C<.

I* ot(er l$*-u$-e:• #rgyle, L. (1U+. ?+@* B+''(CBa!+C, )ew "ork6 Letheum Q *o.

• urgoon, K. . Q Guerrero, . . (1UU+. )onverbal *ommunication. In

2('aC D+''(CBa!+C, L. urgoon, 5.G. :unsaker, E.K. Dawson (Ed.+, $d

ed. /!#6 !#GE ublication Inc.

• 5ield, '. (9%%1+. E+(B. /!#6 'he LI' ress.

• napp, L.. Q :all, K.#. (9%%9+. F+CG#&Ha* D+''(CBa!+C C 2('aC

IC!#&aB!+C. Vth ed., /!#6 adsworth-'homson earning.

• 0ichmont, |. . Q Lc*roskey, '. *. (9%%%+. F+CG#&Ha* ?#aG+& C

IC!#&Ca!+Ca* J#*a!+C$ (th ed.+. /!#6 #llyn Q acon.

• Liller, .. (9%%%+. F+CG#&Ha* B+''(CBa!+C C !# B*a$$&++'. /!#6..Liller Q#ss.






each and every lesson plan, attend classes and participate in the teachingand learning procedure. #t the end of each session, they are informed

about the content of the following teaching and learning session. During

each session, students are encouraged to epress their questions and


after their prompting appropriate didactic questions. Loreover, they are

invited to develop a dialogue driven by the stimuli provided during the



teaching practitioner on a daily basis, by phone, via e-mail and mostimportantly personally either at the teaching practitioners office or at

other places in the /niversity premises (library, laboratories, etc.+. #t the

following web site http6www.rhodes.aegean.grtepaesdidaskontesstamatisinde.htm







!tudent assessment is written and constitutes the % of the total grade

of the particular sub&ect, while the remaining % is obtained with a

written composition of a paper.






No*'er#$l Co!!u*ic$tio* S.ills1

T(e Po2er o No*'er#$l co!!u*ic$tio* $*d 0ody L$*-u$-e

Good communication is the foundation of successful relationships, both

personally and professionally. ut we communicate with much more than words. In

fact, research shows that the ma&ority of our communication is nonverbal. )onverbal

communication, or H+@ *aCg(ag#, includes our facial epressions, gestures, eye

contact, posture, and even the tone of our voice.

'he ability to understand and use nonverbal communication is a powerful tool that

will help you connect with others, epress what you really mean, navigate challenging

situations, and build better relationships at home and work.

)onverbal communication, or body language, is a vital form of communication.

hen we interact with others, we continuously give and receive countless wordless

signals. #ll of our nonverbal behaviors}the gestures we make, the way we sit, how

fast or how loud we talk, how close we stand, how much eye contact we make}send

strong messages.

'he way you listen, look, move, and react tell the other person whether or not youcare and how well youre listening. 'he nonverbal signals you send either produce a

sense of interest, trust, and desire for connection}or they generate disinterest,

distrust, and confusion.

No*'er#$l co!!u*ic$tio* cues c$* pl$y i'e roles:

• Repetitio*6 they can repeat the message the person is making verbally

• Co*tr$dictio*6 they can contradict a message the individual is trying to

convey

• Su#stitutio*: they can substitute for a verbal message. 5or eample, a

person~s eyes can often convey a far more vivid message than words and oftendo

• Co!ple!e*ti*-6 they may add to or complement a verbal message. # boss

who pats a person on the back in addition to giving praise can increase the

impact of the message

• Acce*ti*-: they may accent or underline a verbal message. ounding the

table, for eample, can underline a message.

No*'er#$l co!!u*ic$tio* $*d #ody l$*-u$-e i* rel$tio*s(ips

1 http :// www .helpguide .org /mental /eq 6_ nonverbal _ communication

U

http://www.helpguide.org/mental/eq6_nonverbal_communication







It takes more than words to create fulfilling, strong relationships. )onverbal

communication has a huge impact on the quality of our relationships. )onverbal

communication skills improve relationships by helping you6

• #ccurately read other people, including the emotions theyre feeling and the

unspoken messages theyre sending.• *reate trust and transparency in relationships by sending nonverbal signals

that match up with your words.

• 0espond with nonverbal cues that show others that you understand, notice,

and care.

/nfortunately, many people send confusing or negative nonverbal signals without

even knowing it. hen this happens, both connection and trust are lost in our

relationships.

Co*sider t(e c$se o Arle*e:

#rlene is attractive and has no problem meeting eligible men } its keeping them that

is the problem• #rlene is funny and a good conversationalist, but even though she

laughs and smiles constantly, she radiates tension. #rlenes shoulders and eyebrows

are noticeably raised, her voice is shrill and her body stiff to touch. eing around

#rlene makes many people feel uncomfortable. #rlene has a lot going for her that is

undercut by the discomfort she evokes in others.

#rlene is articulate, attractive, and well-intentioned, but she struggles to connect with

others because she isnt aware of the nonverbal messages shes communicating. ut

she can break this pattern if she learns to pay attention to the wordless signals shesends and receives6

#rlene notices that her date is tapping his fingers and that she has been swinging her

leg and foot. :e looks bored, and she feels tense all over. 'aking a long, deep breath

and a swallow of wine, she feels her shoulders drop and her &aw rela. #rlene leans

across the table and breaks into a warm smile. :er date smiles back, and their eyes

meet and hold. !he has also used her new observational skills at work and is now

much more comfortable interacting with others in that setting.

Types o *o*'er#$l co!!u*ic$tio* $*d #ody l$*-u$-e

'here are many different types of nonverbal communication. 'ogether, the following

nonverbal signals and cues communicate your interest and investment in others.

3$ci$l e4pressio*s

'he human face is etremely epressive, able to epress countless emotions without

saying a word. #nd unlike some forms of nonverbal communication, facial

epressions are universal. 'he facial epressions for happiness, sadness, anger,

surprise, fear, and disgust are the same across cultures.

0ody !o'e!e*ts $*d posture

1%



*onsider how your perceptions of people are affected by the way they sit, walk, stand

up, or hold their head. 'he way you move and carry yourself communicates a wealth

of information to the world. 'his type of nonverbal communication includes your

posture, bearing, stance, and subtle movements.

Gestures

Gestures are woven into the fabric of our daily lives. e wave, point, beckon, and use

our hands when were arguing or speaking animatedly}epressing ourselves with

gestures often without thinking. :owever, the meaning of gestures can be very

different across cultures and regions, so its important to be careful to avoid

misinterpretation.

Eye co*t$ct

!ince the visual sense is dominant for most people, eye contact is an especially

important type of nonverbal communication. 'he way you look at someone can

communicate many things, including interest, affection, hostility, or attraction. Eye

contact is also important in maintaining the flow of conversation and for gauging the

other persons response.

Touc(

e communicate a great deal through touch. 'hink about the messages given by the

following6 a firm handshake, a timid tap on the shoulder, a warm bear hug, a

reassuring pat on the back, a patroniing pat on the head, or a controlling grip on your

arm.

Sp$ce

:ave you ever felt uncomfortable during a conversation because the other person was

standing too close and invading your space€ e all have a need for physical space,

although that need differs depending on the culture, the situation, and the closeness of

the relationship. "ou can use physical space to communicate many different nonverbal

messages, including signals of intimacy, aggression, dominance, or affection.

/oice

e communicate with our voices, even when we are not using words. )onverbal

speech sounds such as tone, pitch, volume, inflection, rhythm, and rate are important

communication elements. hen we speak, other people 7read8 our voices in addition

to listening to our words. 'hese nonverbal speech sounds provide subtle but powerful

clues into our true feelings and what we really mean. 'hink about how tone of voice,

for eample, can indicate sarcasm, anger, affection, or confidence.

It5s *ot 2($t you s$y6 it5s how you s$y it

11



• I*te*sity. # reflection of the amount of energy you pro&ect is considered your

intensity. #gain, this has as much to do with what feels good to the other

person as what you personally prefer.

• Ti!i*- $*d p$ce. "our ability to be a good listener and communicate interest

and involvement is impacted by timing and pace.

• Sou*ds t($t co*'ey u*derst$*di*-. !ounds such as 7ahhh, ummm, ohhh,8uttered with congruent eye and facial gestures, communicate understanding

and emotional connection. Lore than words, these sounds are the language of

interest, understanding and compassion.

Usi*- #ody l$*-u$-e $*d *o*'er#$l co!!u*ic$tio* successully

)onverbal communication is a rapidly flowing back-and-forth process. !uccessful

nonverbal communication depends on emotional self-awareness and an understanding

of the cues youre sending, along with the ability to accurately pick up on the cues

others are sending you. 'his requires your full concentration and attention. If you are

planning what youre going to say net, daydreaming, or thinking about something

else, you are almost certain to miss nonverbal cues and other subtleties in the

conversation. "ou need to stay focused on the moment-to-moment eperience in order

to fully understand whats going on.

Tips or successul *o*'er#$l co!!u*ic$tio*:

• T$.e $ ti!e out i you5re eeli*- o'er2(el!ed #y stress7 !tress

compromises your ability to communicate. hen youre stressed out, youre

more likely to misread other people, send off confusing or off-putting

nonverbal signals, and lapse into unhealthy knee-&erk patterns of behavior.'ake a moment to calm down before you &ump back into the conversation.

nce youve regained your emotional equilibrium, youll be better equipped

to deal with the situation in a positive way.

• P$y $tte*tio* to i*co*siste*cies7 )onverbal communication should reinforce

what is being said. If you get the feeling that someone isnt being honest or

that something is 7off,8 you may be picking up on a mismatch between verbal

and nonverbal cues. Is the person is saying one thing, and their body language

something else€ 5or eample, are they telling you 7yes8 while shaking their

head no€

• Loo. $t *o*'er#$l co!!u*ic$tio* si-*$ls $s $ -roup7 Dont read too much

into a single gesture or nonverbal cue. *onsider all of the nonverbal signalsyou are sending and receiving, from eye contact to tone of voice and body

language. #re your nonverbal cues consistent}or inconsistent}with what

you are trying to communicate€

No*'er#$l co!!u*ic$tio* $*d #ody l$*-u$-e: Co!!o* !ist$.es

• You5re *ot su#tle7 e ob&ective about your own observations to make sure

you arent offending others by broadly mimicking their speech or behavior.

0emember, most people instinctively send and interpret nonverbal signals all

the time, so dont assume youre the only one whos aware of nonverbal

19



undercurrents. 5inally, stay true to yourself. e aware of your own natural

style, and dont adopt behavior that is incompatible with it.

• You #lu7 'hinking you can bluff by deliberately altering your body language

can do more harm than good. /nless youre a proficient actor, it will be hard

to overcome your bodys inability to lie. 'here will always be mied

messages, signs that your channels of communication are not congruent. Its a prime eample of leakage, and something others will detect, one way or

another.

• You rus( to $ccuse #$sed o* #ody l$*-u$-e $lo*e7 Incorrect accusations

based on erroneous observations can be embarrassing and damaging and take

a long time to overcome. #lways verify your interpretation with another

communications channel before rushing in. "ou could say something like, 7I

get the feeling youre uncomfortable with this course of action. ould you

like to add something to the discussion€8 'his should draw out the real

message and force the individual to come clean or to ad&ust his or her body

language.

I!pro'i*- your *o*'er#$l co!!u*ic$tio* s.ills

efore you can improve your nonverbal communication skills, you need to figure out

what youre doing right and where there is room for improvement. 'he most effective

method is to observe yourself in action6

• /ideo c$!er$ |ideotape a conversation between you and a partner. !et the

camera to record both of you at the same time, so you can observe the

nonverbal back-and-forth. hen you watch the recording, focus on any

discrepancies between your verbal and nonverbal communication.• Di-it$l c$!er$ #sk someone to take a series of photos of you while youre

talking to someone else. #s you look through the photos, focus on you and the

other persons body language, facial epressions, and gestures.

• Audio recorder 0ecord a conversation between you and a friend or family

member. #s you listen to the recording afterwards, concentrate on the way

things are said, rather than the words. ay attention to tone, timing, pace, and

other sounds.

#s you watch or listen to the recordings, ask yourself the following questions6

E'$lu$ti*- your *o*'er#$l co!!u*ic$tio* s.ills

Eye co*t$ct Is this source of connection missing, too intense, or &ust right in

yourself or in the person you are looking at€

3$ci$l

e4pressio*

hat is your face showing€ Is it masklike and unepressive, or

emotionally present and filled with interest€ hat do you see as you

look into the faces of others€

To*e o 'oice Does your voice pro&ect warmth, confidence, and delight, or is it

strained and blocked€ hat do you hear as you listen to other people€

Posture $*dDoes your body look still and immobile, or relaed€ !ensing the

1$



E'$lu$ti*- your *o*'er#$l co!!u*ic$tio* s.ills

-esture degree of tension in your shoulders and &aw answers this question.

hat do you observe about the degree of tension or relaation in the

body of the person you are speaking to€

Touc( 0emember, what feels good is relative. :ow do you like to be

touched€ ho do you like to have touching you€ Is the difference

between what you like and what the other person likes obvious to you€

I*te*sity Do you or the person you are communicating with seem flat, cool, and

disinterested, or over-the-top and melodramatic€ #gain, this has as

much to do with what feels good to the other person as it does with

what you personally prefer.

Ti!i*- $*d

p$ce

hat happens when you or someone you care about makes an

important statement€ Does a response}not necessarily verbal}cometoo quickly or too slowly€ Is there an easy flow of information back

and forth€

Sou*ds Do you use sounds to indicate that you are attending to the other

person€ Do you pick up on sounds from others that indicate their

caring or concern for you€

'he point of this eercise is to develop your nonverbal awareness. #s you continue to

pay attention to the nonverbal cues and signals you send and receive, your ability to

communicate will improve.

No*'er#$l co!!u*ic$tio* is o*e o t(e i'e .ey s.ills o e!otio*$l

i*telli-e*ce

T(e 3i'e S.ills o E!otio*$l I*telli-e*ce

!kill 16 ‚uick !tress 0elief

!kill 96 Emotional #wareness

!kill $6 )onverbal *ommunication

!kill 6 layful *ommunication

!kill V6 *onflict 0esolution

'he ability to communicate nonverbally is the third of five essential emotional

intelligence skills. 'ogether, the five skills of emotional intelligence help you build

strong relationships, overcome challenges, and succeed at work and in life.

'he fourth key skill of emotional intelligence is the ability to use humor and play todeal with challenges. layful communication helps you bounce back from adversity,

1

http://www.helpguide.org/mental/eq2_managing_stress_relationships.htm

http://www.helpguide.org/mental/eq4_emotion_communicates.htm

http://www.helpguide.org/mental/eq6_nonverbal_communication.htm

http://www.helpguide.org/mental/eq7_playful_communication.htm

http://www.helpguide.org/mental/eq8_conflict_resolution.htm


http://www.helpguide.org/mental/eq2_managing_stress_relationships.htm

http://www.helpguide.org/mental/eq4_emotion_communicates.htm

http://www.helpguide.org/mental/eq6_nonverbal_communication.htm

http://www.helpguide.org/mental/eq7_playful_communication.htm




boost your energy and your spirits, come up with creative ways to solve problems,

and keep your relationships fresh and eciting.

0i#lio-r$p(y or *o*'er#$l co!!u*ic$tio* $*d #odyl$*-u$-e8

9 !tamatis, .K. (9%%U+. *ommunication in reschool and 5irst !chool Education. #thens6 #trapos.

1V

Nonverbal .Communication Skills - ERASMUS

Documents

Transcript of Nonverbal .Communication Skills - ERASMUS