Nonverbal Communication District Training Manual pages 56

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1 Nonverbal Communication District Training Manual pages 56
Session 5 Nonverbal Communication District Training Manual pages 56 Session 4 (slide 36 of 36) ___________________________________________________________ Training leader’s notes This session is an optional session to discuss specific training skills and techniques You can use Chapter 3 of The District Training Manual for the notes. Develop slides as appropriate

2 District Training Program
Learning Objectives District Training Program

3 Nonverbal Communication
Reading nonverbal message of participants Awareness of your own message. It’s not only what you say in a training session but how you say it that can make the difference to participants. Nonverbal messages are an essential component of communication in the teaching and learning process. Training leaders should be aware of nonverbal behavior in the classroom for the following reasons: Reading nonverbal messages from your participants will allow you to modify your training as needed. 解讀您的參與者的非語言訊息可讓您根據需要修改您的訓練 Awareness of your own nonverbal messages makes you conscious of how participants view you as their trainer.注意到您自己的非語言訊息可以讓您知道參與者如何看待您 District Training Program

4 Nonverbal Communication
Voice Qualities and Characteristics Facial Expression Gestures Silence Eye Contact Use of Space Voice Qualities and Characteristics Tone, inflection, pace, and volume all have an impact on the words we use. If you’re excited, your voice can help convey that excitement. If you’re bored, frightened, or insecure, that may also be conveyed by voice alone. Facial Expression Facial expressions will identify someone who disagrees with a statement, doesn’t understand a point, or has something to say. The training leader’s facial expression can show interest or concern without taking the time to formulate the words. Gestures A lively and animated training style captures participant attention, makes the material more interesting, and facilitates learning. Head nods communicate positive reinforcement to participants and indicate that you’re listening. Silence Standing silently in front of the discussion group at the beginning of the session may be an effective way of conveying the message that it’s time to start. Silence after asking a question lets participants mentally prepare a response. In some cultures, if participants know the subject being discussed, it is proper for them to remain silent and not respond to questions. Eye Contact Eye contact helps regulate the flow of communication. It may help in controlling who speaks as you move around the room and affect how you’re perceived by participants. The use of eye contact varies from culture to culture.眼神接觸協助調解溝通的流暢性。當您在教室內移動時，它可以協助控制講話的人，並且影響到參與者對您的感受。眼神接觸的使用隨文化而差異 Use of Space Greeting people at the door and standing in the front of the room at the beginning of the discussion period send the message that you’re in control of the training session. Moving closer to a participant may indicate interest, and moving away may signal that you want to hear another comment. Cultural norms dictate a comfortable distance for interaction with participants. Be aware of signals of discomfort caused by invading participants’ space, and move accordingly.在門口向參與者致意，並且在討論開始時站在教室前面送出您是本課程主導者的訊息。向一位參與者移近暗示您對他有興趣，而走離開他表示您想聽另一個評論。文化的規範決定與參與者互動舒服的距離。要小心由於侵犯到參與者的空間所引起的不舒服的訊號，而隨著移動 District Training Program