The Importance of Nonverbal Communication

By Robert Buttermore, MS, CCC-SLP/L

Posted on: June 7, 2010

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One of the most important jobs of school-based speech-language pathologists is to teach students how to be effective communicators. Students should know the rudiments of how it is physically possible for humans to speak, as well as how people communicate nonverbally.

Begin the lesson by introducing students to the verbal and nonverbal ways people communicate with one another. They should write the heading "Communication" on a sheet of paper or Smart Board, if available. Even kindergartners and students getting acquainted with the alphabet can write the letters. Students then should write the word "Speech" as the first subheading. Ask each student in the group to give a verbal greeting. Depending on the group, cover the basics regarding the types of speech, such as declarations and interrogatives. Use verbal examples to show students how they can use their speaking ability to comment, control or ask questions.

The next subheading is "Gestures." An effective way to cover this topic is to whisper a common gesture to individual students that they can present to the others in the group. Students usually enjoy the interaction as each takes a turn making hand signals. Common hand gestures include "stop," "come here," "hi," "bye," "thumbs up," "quiet," "you're safe," "you're out," and "OK." Most students already know these gestures but may not associate them with our ability to communicate without speaking or as a reinforcement of speech. Relay to the students that they can use these gestures as nonverbal communication.

Another subheading is "Body Language." Invite students to use a guessing game format as they demonstrate body language postures. Common postures include tensely crossing the arms, foot tapping, stares and relaxed postures. Another subheading for students to write is "Sign Language." Talk about sign language communication by people who are deaf and demonstrate some letters and easy sign language. Easy signs include "more," "yes," "no" and "please." Easy nouns are "cat," "bird" and "bear." Include a few signs such as "more please" into the lesson as well. Do not attempt to introduce all of the communicative options for the Deaf community, but remind students that sign language is another method of nonverbal communication.

The next subheading is "Code." Language is a code. Letters are combined according to an agreed-upon code. Morse code can be used with some groups. Write or tap out letters in a dot/dash fashion. Easy letters are "E" (one dot), "I" (two dots), "S" (three dots), "H" (four dots), "T" (one dash), "M" (two dashes), and "O" (three dashes). Worksheets can be used that contain simple messages, such as the word "hi." Many students seem to enjoy learning Morse code. Both Morse code and sign language can be found on the computer. The topic of Braille also can be covered. Examples of Braille can be found in many buildings, including schools.

Conclude the lesson by reminding students that at least two people are needed to communicate. Verbal and nonverbal communication are possible only if someone understands a person's communicative attempts. Speech-language pathologists are fortunate to be able to teach people to become more effective communicators in their interactions with other people using both types of communication.

Reference

Buttermore, B. (2009). The speech circle. ADVANCE, 19 (23): 5.

Robert Buttermore is retired and lives in New York. He can be contacted at robertbuttermore@yahoo.com.

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