Bettering Oral Communication Through Body Language

   

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   Body language between student and teacher is highly important for oral communication. If a teacher cannot connect with a student or vice versa, then no sense of engagement can be created. When a teacher presents poor body language with their students, this can be problematic and impact their learning. Students strive in positive environments, where oral communication plays a large factor in their learning.

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   Eye contact is a a crucial aspect of communication, which promotes comfort and a sense of purpose. Students can tell alot by how a teacher orally communicates with their eyes. Eyes are windows to one's emotions and insecurities. Students will struggle communicating orally to a teacher, who can not demonstrate proper eye contact. Students require a space of safety and trust to be able to communicate effectively at school.

 

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   In this video, an example of poor eye contact is expressed. The speaker in the video talks about an observation in a classroom full of ESL students. She expresses a situation, where a teacher did not make proper eye contact with any of their students while orally communicating. This negatively impacts student learning. The speaker strongly expresses how eye contact is one of the most important elements in oral communication.

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   Body language can also be how you present yourself physically to the class. If you are not directed toward your audience, oral communication will be weak. Fidgeting, shaking, swaying are all distractive behaviours, which do not benefit effective communication. As educators, we need to be strong in our own oral communication in order for our students to grow in theirs. Setting a good example, and being a positive role model is needed in our teachers for student success.

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   Body language plays into one's attitudes while orally communicating. If a teacher shows that they are upset or frustrated with their class, students will not want to engage in communication. It is difficult to approach someone who does not care about what they speak. This can be seen before oral communication is gauged, which is setting poor connections before information is even delivered. Examples can be how the body is turned to the audience, where the arms are placed, and the facial expressions the speaker indicates. This only creates an insecure learning setting so promoting a positive body posture, positive emotions, and open arms are key to successful oral communication.

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   This video shows some great tips to improve your body language toward your audience as a speaker. The man in the video is a world-class public speaker, providing skills which would improve your oral communication. Keeping your body open, and welcoming your hands in front of your body are some skills you can utilize to better oral communication.


 


 



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   Personally as a singer, my job is to orally communicate a message through song to the audience. Everything that I have expressed in my blog encircles how I must present myself to the audience. Good posture, positive attitude, open arms, and eye contact are key to a successful performance. I would recommend for those that have a difficulty orally communicating to sing as an exercise. As a developing teacher, I may use this idea in future classroom practices to help with student communication skills.

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   Let us make connections to the Grade 8 Ontario Language Curriculum! This blog expresses the third overall expectation of oral communication, "reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations" (page 138, Ontario Ministry of Education). The specific expectation 2.5 of oral communication, "identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning," (page 140, Ontario Ministry of Education) ties in well with this overall expectation and blog too. Individuals can use my blog to improve these expectations, giving them both ideas and points of reflection toward their own oral communication skills.

As educators, we must be strong in our oral communication skills for both our students and ourselves. Teachers are role models, and must set a good example for students. This blog houses good tips for students to improve upon their oral communication, promoting success in and around the classroom.

Writing Strand: The Greats

The Greatness in Writing

   Great writers and their literature have strongly influenced the world. Their writings have evolved  into what it has become today. The beautiful thing about teaching language in the classroom is that the teacher can utilize these great writers and incorporate their works into lesson plans. By studying and reading their writings, students have only improved their abilities. In my school experience, teachers have always encouraged me to pick up a book and read. They have always been open to suggesting works that would interest and influence one's writing.

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   Let's take a look at the Ontario language curriculum and search for some expectations that we could use in the grade 5 classroom. While students analyze the works of writers to strengthen their own. This can relay into the following overall expectation, "reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process" (Ontario Government, page 100). By students reflecting upon great works presented in the classroom, students will be able to strengthen their areas of writing. Specific expectations that can be used are in section four, "Reflecting on Writing Skills and Strategies" (Ontario Government, page 102). The two I have selected from this section are:

4.1 Metacognition: "identify what strategies they found most helpful before, during, and after writing and what steps they can take to improve as writers" (Ontario Government, page 102)

4.3 Portfolio: "select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choices" (Ontario Government, page 102)

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Now let's look at some great writers and their works to brainstorm lesson plans, encompassing writing strands. I have chosen three to explore in this blog.

Moby Dick by Herman Melville

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"This now-famous book about a man's hunt for the great whale is considered one of the greatest American novels ever written. Moby Dick is heavy on symbolism, but is also famous for the detailing of the whaling industry in the 19th century and its many different narrative styles and structures." (OEDb, 2019)- Quote Source

Students can read 'Moby Dick' while focusing on the various, iconic narratives throughout the novel. As a learning activity, students can create a character who does not exist in the actual story and write a narrative. The goal is to expand their writing style, while still being enveloped in Melville's world.


The Complete Works of William Shakespeare

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"William Shakespeare is often considered the greatest writer in the English language and the greatest dramatist in all of history. The characters, stories, and language have taken hold of readers for hundreds of years and have greatly contributed to shaping modern culture. Shakespeare's complete works have been translated into every major language and are still enjoyed around the world." (OEDb, 2019)- Quote Source

Students can write reflections on how Shakespeare's writing is influential to them. How the understanding of his writing style can build toward their own. Lastly, what they found most useful in his style of writing, which they could add to their own.

The Old Man and the Sea by Ernest Hemingway 

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"As all the novels Hemingway published in his life, The Old Man and the Sea typically reflects his unique writing style. The language is simple and natural on the surface, but actually deliberate and artificial. Hemingway’s style is related to his experience as a journalist. The influence of his style is great all over the world."
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Hemingway's iceberg writing technique greatly influenced, 'The Old Man and the Sea." Students can study this writing style by reading the novel, and writing their own stories through inspiration of the book.



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Reading can foster great writing. By analyzing readings, great writing can be understood and influenced. I hope my blog has expanded your thinking on teaching writing in the classroom. Students can grow as writers through the many greats that came before them.