Standard Seven: The pre-service teacher models effective verbal, nonverbal,
and media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Performance Indicator 7.1: models effective verbal/non-verbal
communication skills.
Artifact: Observation Form from September 7, 2005 and Landforms Lesson
Plan
Course: Student Teaching
Rationale: Standard 7.1 requires the pre-service teacher to model effective
verbal and non-verbal communication skills. This observation form and lesson
plan indicates my use of effective verbal and non-verbal communication skills.
For instance, verbal communication was used when leading a discussion about
landforms and explaining the activity directions. In addition, when students were
asked to define landforms, I verbally prompted students as needed. For
example, when a student was struggling to name a landform, I prompted the
student by saying, “Is it a mountain or a hill?” Verbal prompting is a valuable way
to scaffold learners as they acquire knowledge. On the other hand, non-verbal
communication was utilized as I demonstrated how to create landforms with play
dough. Moreover, non-verbal communication was used as I managed classroom
behavior. For example, I used the “give me five” signal and proximity to gain the
students’ attention and redirect behavior. To positively reinforce appropriate
behavior, non-verbal signals such as nods, smiles, and thumbs-up were utilized.
Reflection: Educators unconsciously employ effective verbal and non-verbal
communication techniques to teach lessons, manage student behavior, and
make personal connections with students. Throughout student teaching, I have
learned to use verbal cues such as “In five minutes we are moving on to math,”
to prepare students for an upcoming transition. I have also learned how to use
specific positive reinforcement rather than general praise. Specific reinforcement
is more meaningful for students because they know exactly what they are being
praised for. As far as nonverbal communication, I have learned how prevalent
signals are in the classroom. Signals such as “give me five,” flickered lights, or a
finger to the mouth can convey the need for attention and silence. To improve
my communication skills, it would be advantageous to videotape myself teaching
a lesson. After viewing the tape, I would analyze my communication skills to
determine areas to improve. In my classroom, I will continue to evaluate my
verbal and non-verbal communication skills as I learn new communication
strategies and improve areas of weakness.