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| Film still: The Good, The Bad, and The Ugly http://justwheat.files.wordpress.com/ 2012/09/864364024_bfc00e01b5.jpg |
but how much is conveyed by the words?
Intonation, inflection, eye contact, hand gestures, body positions - all say as much as the actual words.
In fact, it is often the words we leave out that carry the message and our silences that intensify impact.
This week you'll find:
- two entertaining views on modern communication patterns
- a look at non-verbal communication / body - language
- some small words with significantly subtext
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Our Modern Speech
Taylor Mali's humourous poke at modern speech packs a poignant point, beautifully punctuated by Ronnie Bruce's dynamic typography! Enjoy!
for more Tayor Mali: www.taylormali.com
Ze Frank has a rant about what is missing in our communication.
- Thanks to SM for pointing me to this clip.
You might want to sit down - Ze is can be a little INTENSE!
for more ze frank: http://www.zefrank.com/
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Non-Verbal Communication - Body Language
The Body Language of Commitment
(part 2 of the the 5 part column: "Meaning Business" by Fred Jones)
http://www.educationworld.com/a_curr/columnists/jones/jones010.shtml
Veteran teacher and behaviour management specialist Fred Jones shares classroom tips on letting the students know who is in charge - including step by step instructions for "the turn".
Listening to Body Language:
http://www.teachingenglish.org.uk/articles/listening-body-language
Nik Peachy, is a trainer and writer for British Council, offers this interesting lesson resource for teaching students about body language. I found it an interesting and thought I might even use it to have students look at how body language might be affecting some of their social interactions, including group work situations in my classroom.
Alan Pease's Classic TV special: "Body Language" from the 1980's - oh how times have changed!
http://youtu.be/Aw36-ByXuMw
Wildly entertaining. There are actually two full-length specials in this download.
Want something more current?
Here is a podcast from The Pysch Files (Micheal Britt, PhD) with an interview with Craig Baxter - a new expert coming from a physiological perspective.
Here are interviews with the current experts in the field:
http://www.all-about-body-language.com/body-language-experts.html
And if you're on facebook Craig Baxter's page is great:
Liars, Cheats, and Happy Feet
Or have a look at his YouTube Channel:
http://www.youtube.com/cjbaxxter
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Small Words - Significant Subtexts
Always & Never:
Consider
these statement pairs:
You didn’t do the dishes.
You
never do the dishes.
You
are late.
You
are always late.
You
are talking.
You
are always talking.
The
first statements are descriptions of the events. The second statements are judgments of the
person’s character. The full subtext of
“You are always late” is really “you are the type of person who is always
late”. This violates the age old
principle: Comment on the behavior not on the child”
To
make matters worse, the inclusion of “always” and “never” also subtly implies
that the flaw in character is a fixed/unchangeable trait. This works to promote
a fixed mindset of intellegience rather than a growth mindset as discussed in
Dr. Carol Dweck’s research (more on Dweck in a future post!).
"Should"
& "You":
“Should” by definition involves judgment. It often will invoke a hostile emotion in the listener. "You" implies a “should”in the subtext of the statement.
Using personal references also implies responsibilty and blame.
“Should” by definition involves judgment. It often will invoke a hostile emotion in the listener. "You" implies a “should”in the subtext of the statement.
Using personal references also implies responsibilty and blame.
Michael McQueen, author of “The New Rules of Engagment” (I totally recoommend this book!)
states that you can tell if a person is from the “Established
Generation” or "Generation Y" based on their use of the word “should”. Generation Y people don't put any value in the word "should" and will often respond to a "should" by attaching "why?" to it as in "why should?"
Consider
these groups of statements:
You
should do the dishes.
You
didn’t do the dishes.
vs
The
dishes aren’t done.
You should not be late
You should not be late
You
are late.
vs
Class has started.
You should hand in your assignment
You should hand in your assignment
You
didn’t hand in your assignment
Vs
I don't have your assignment
You forgot the chips with my burger.
You forgot the chips with my burger.
You should bring the chips that are supposed to come with my burger.
Vs
There are no chips with my burger.
[This idea came from a magazine article I recently read - but I'm frantically trying to find it again to reference it here - apologies to the author!]
Student: I can not add integers
Teacher:
You can not add integers YET.
This implies that the student WILL be able to add integers sometime soon and that the current failure, with continued effort, will lead to growth and attainment of the skills.
Student: I am no good at running
This implies that the student WILL be able to add integers sometime soon and that the current failure, with continued effort, will lead to growth and attainment of the skills.
Student: I am no good at running
Teacher:
You are no good at running YET – but keep it up you WILL be soon!
Yet is a word that instantly adds hope and encourages continued effort.
Yet is a word that instantly adds hope and encourages continued effort.
