Dr. Diane Howard's Publications, Presentations

Verbal and Non-Verbal Communication Skills
for Instructors and Speakers

 

Presented to Math & Science Faculty
University of Mary Hardin-Baylor  

Copyright © 2007
Diane Howard, Ph.D

Effective communication is not one-way.
It does not just involve information dissemination.
 Effective communication facilitates respectful and positive human connections.

  Much is at stake in using effective verbal and non-verbal communication skills in teaching. When instructors and speakers convey enthusiasm for their subject and personal interest in participants, they are more motivated and captivated. In being more engaged, they can be more productive.  This begs the question  how can instructors and speakers motivate, engage, captivate, and compel participants in their visceral and virtual worlds to productive action? 

Here are some guidelines for effective non-verbal and verbal and communication skills in teaching and speaking at all levels.
  Non-Verbal Communication Skills:

Recently there was great public reaction to Drew Peterson's interview with Matt Lauer on NBC News in which he denied being responsible for the disappearance of his fourth wife. As he sat back in his chair in a nonchalant, indifferent pose (much like what the public witnessed with O. J. Simpson), many viewers were not convinced by his words because his body conveyed insincerity. 

Instructors and speakers convey sincerity or insincerity about their commitment to their subject and to their students by their body language.

The instructor or speaker has the most potential for engaging students. He or she is the most impacting visual aid.

  • Proxemics is important. Getting close to participants, without violating their personal spaces, demonstrates concern for their learning.
     
  • Maintaining eye contact with participants engages them in learning.
     
  • Affect is significant. Smiles convey desire for the well-being of participants. Effective communicators convey by their facial expressions and body language that they are intensely involved in and committed to what they are presenting.
     
  • Leaning toward participants conveys sincerity. Appearing visually interesting, warm, others-centered, connects audience to the subject and speaker.
     
  • Using hands is impacting. Reaching out to participants with hands communicates caring. Gesturing deliberately and naturally with hands at about waist height conveys energetic desire to connect with them.
     
  • Using body language that is confident generates in participants the desire to learn. Using open gestures is inviting to audience.
     
  • Staying to the side of or in front of technical equipment keeps the instructor as the central point of instruction with technological reinforcement.
     
  • Technology should not upstage instructors or speakers.  When instructors get as close to participants as possible and use remote controls or assistants to operate equipment,  they are more connected to the instructor and the subject.
     
  • The instructor or speaker is a picture worth a thousand words. Wearing color in clothing, even in an article like a tie, can make the instructor look more alive.
     

Verbal Communication Skills:

Verbal Clarity is essential for effective instruction.

  • Speaking in the front of the mouth and using the articulators actively (lips, teeth, tongue)  facilitates good diction.
     
  • Enunciating carefully and emphasizing consonants facilitates clarity.
     
  • When instructors speak carefully and slowly toward participants, they are better enable  to follow and understand instruction.

Vocal Variety keeps students engaged.

  • Varying tempo, volume, pitch keep audience engaged.
     
  • Using judicious pauses creates anticipation and interest.

Inductive questions engage and empower participants.

  • Using participants' names when asking questions captivates their attention.
     
  • Referring to participants' interests when asking questions reinforces their desire to learn.

Giving immediate, positive, and constructive feedback to audience responses reinforces their participation.

  • Referring to students' questions in answers facilitates understanding in classmates.
     
  • Refraining from interrupting participant speakers until they have completed their thoughts conveys respect and engages learning.
     
  • Keeping class discussions constructive facilitates learning. With a participant who disagrees,
    the instructor can agree with the participant where possible and then add qualifications and information that lead to a more complete and correct understanding.
     

Involving students in interactive, project-based or group activities engages them in learning.

Using relevant stories, especially one's own, in teaching and speaking captivates interest.

In our highly technological world, instructors and speakers must understand the significant of the human factor and power of role-modeling. They need to appreciate the importance of connection and relationships for people today , especially in their virtual worlds (note the popularity of Face Book, My Space, Twitter, E-Groups, E-communities…). They need to foster learning by facilitating a sense of community in visceral and virtual worlds. They can celebrate the value of entering students’ and participants' worlds and of enjoying respectful, caring, encouraging relationships in learning contexts, face-to-face and online. If they do so, they will facilitate rewarding educational experiences and ultimate productivity for all.    
        
       
 

Dr. Howard's Books

Speak Skillfully and Successfully:
A Guide to Developing Diction
and Voice-Over Excellence

Enhanced by Technology, Not Diminished:
A Practical Guide to Effective, Distance Communication

Autobiographical Writing and Performing:
An Introductory, Contemporary Guide to Process, Research in Speech Performance