31 Non-verbal signals
Definition
A signal or system of signals established between a teacher and student, not involving verbal communication, that can be used to help the student focus their attention or highlight important of information.
In action
Teachers can use gestures, eye contact, referencing key images, and other non-verbal signals (e.g., symbols, motions, sign language, patterns, etc.) to direct a student’s attention verbal information. Ideally, teachers will develop the signals in consultation with students to ensure student comfort with the signal as well as its effectiveness and efficiency.
Support Strategies
- If a student appears to be taking an extended break from completing a task, the teacher can re-direct their attention by pointing to the student’s work or the instructions on chalkboard rather than asking them what they are doing.
- The teacher can use a signal (e.g., snapping twice) to convey the importance of information that is about to be explained
- If the class is participating in an activity that involves responding in a certain way (e.g., clapping if you hear a certain word), the teacher can provide or display cue cards to remind the students of the different responses
- Teachers can use a transition item (e.g., a bell, visual timer) to demonstrate that a change or transition is about to take place or to ask for the class’s attention
- When a teacher is pleased with a student’s work, they can use facial expressions (e.g., smiling), body language (e.g., thumbs up), or other cues (e.g., passing the student a post-it note that says “great work!”) so they can praise the student without giving verbal information to process.
Case Study
Student: Grade 9 student in an English class
Content: The teacher is reading a chapter of a novel to the class to introduce a new unit of study. The teacher asks students to follow along in their own copies of the book.
Problem: The student is staring out the window and appears not to be following along with the reading.
Solution: The teacher knows that the student tends to look out the window during certain activities and miss key information. They conference with the student to understand how they like to be supported when they lose focus. The teacher and student agree that the teacher can quietly tap on the student’s desk three times when they are looking out the window to help re-direct their attention.
Additional Resources
- Tips for using nonverbal cues in the classroom from UTPB
- Rationale, strategies, and resources on nonverbal cues and signals from PBIS World
- Strategies for group and individual signals with video example from Understood.org
- Brief description and contextual considerations for implementing cues from HISD
