Collaborative Non-Verbal Cues

Why should I do it:

• Creates a working relationship with student without calling attention to the student in a negative manner

• Is discrete and quick; saves class and instruction time

• Increases opportunities for student participation

• Improves and builds student confidence and self-esteem

When should I do it:

Adult Considerations

When I have reflected on the following questions and have modified my own behavior/expectations when needed:

• Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?

• Were our classroom expectations created in community? Do they reflect the values of the students and their families?

• Is my personal bias impacting the way that I view this behavior?

• Am I regulated and able to respond to the student in a calm, supportive manner?

Student Considerations

• When observing the need for focus during times of instruction or independent work

• To support positive participation and expected behaviors

  • When you observe off-task and/or unexpected behavior

How do I do it:

• You may consider having designated non-verbal cues that you teach and use with your entire class. Or, you might have designated non-verbal cues that you use with specific students. Either way, explicitly teach the cue and practice.

• Have a private conversation with the student to establish a student-specific nonverbal cue

• Provide acceptable choices for the nonverbal cues

• Provide opportunities for practice

• Set up a cue with a student for when they would like to participate, volunteer, be called on, speak or read in front of the class

• Create visuals

Resource Links:

• Nonverbal Signals

• 5 Hand Signals poster 

• UF Researcher: Teachers’ Nonverbal Clues Affect Students’ Performance 

Footnote:

The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.