body language

© The Quality Improvement Agency for Lifelong Learning (QIA) 2008 1

Communication: Body language Introduction .......................................................................................................................... 2

Learning objectives/outcomes ............................................................................................. 2

Resources required ............................................................................................................. 2

Starting points ...................................................................................................................... 3

Planning learning in multiple environments .......................................................................... 3

Suggested approach ............................................................................................................ 3

Differentiation to meet individual needs ............................................................................... 6

Challenges – what learners might do next ........................................................................... 6

Embedding literacy, language and numeracy (LLN) ............................................................ 6

Useful activities .................................................................................................................... 7

Sheet 1: Body language image cards (Pack A) ................................................................... 8

Sheet 2: Body language behaviour description cards (Pack B) ......................................... 19

Session plan ...................................................................................................................... 24


Introduction Non-verbal clues play a significant role in interpersonal communication so we need to include body language when looking at effective communication skills. When we interact with customers, we naturally concentrate on what they say, but valuable messages are also being transmitted by their faces and bodies about what they are feeling and thinking as they talk to us. Understanding these body language messages and how to read them helps learners work more successfully with customers. In this activity you will provide learners with an opportunity to explore body language through a card matching activity. Learners match a set of image cards with a set of descriptor cards. This activity uses an experiential learning approach where learners: • experience a situation, in this instance through viewing images • link what they have learned to their existing knowledge • develop and refine their understanding to form new knowledge. In this way, the approach is effective in terms of helping learners to understand body language and the effect it has on communication. More information about experiential learning can be found in Part 3 of the CPD guide to Customer care resources. Learning objectives/outcomes Learners should be able to: • explore communication in the context of customer care • identify and describe the different types of messages body language conveys when

interacting with customers in a work environment • demonstrate an understanding of how body language can be used to provide good

customer care. Resources required • Copies of Sheet 1: Body language image cards (Pack A) – 20 cards illustrating different

body language poses • Copies of Sheet 2: Body language behaviour description cards (Pack B) – 20 cards

describing different emotions, feelings, attitudes and behaviours • Interactive body language resource and access to PCs (optional) • Flip chart and pens


Starting points Learners do not need any prior learning to take part in this communication activity. However, it may be helpful to introduce learners to the theme of Customer care before the session so they can learn effectively within that context. Resources to support this can be found in the Exploring Customer care area. Planning learning in multiple environments The focus of this activity is effective communication through the use of body language, with an emphasis on good customer care. You may want to explore with learners their experience of good customer care in their personal lives and how body language plays an important part in this. You can also draw learners’ attention to areas of specific importance within their subject or vocational area. Learners could explore this in their workplace. Suggested approach This activity uses an experiential learning approach where learners work in pairs to review body language and the messages that this can convey. Throughout this activity you will want to take into account that different cultures and people with different life experiences will have differing views on certain aspects of body language. Some examples of are listed below. • A Muslim female who has been encouraged to maintain a modest manner in her home

setting may routinely keep her head lowered and eyes averted in the company of men. • Seemingly dramatic hand gestures may come naturally to people of some nationalities. • Some older people may find the confident body postures and facial expressions of

some young people intimidating.

Stage 1 Explain the purpose of the activity and share the learning objectives with the learners. Ask them what they already know about body language from their experience. This will allow you to assess learners’ understanding of the topic and highlight that different cultures and those with different life experience will have differing views on body language. Give some extreme examples of body language that learners will be able to read clearly. Explain that learners will work in pairs to explore the issue of body language and its importance in the context of customer care.


Stage 2 Ask learners to form pairs then distribute a set of cards to each pair. Explain that Card Pack A contains images of individuals in a range of poses that illustrate body language. Card Pack B contains descriptors of emotions, feelings, attitudes and behaviours. Ask learners to lay out the cards from both packs with the image or description facing them. Explain that learners should take turns to select an image card and match it with the closest descriptor card or cards that, based on their experience, describes the image. Add that learners should also discuss their selections within their pair and be able to explain the factors that led them to make each selection. For example, what it was about each character’s stance or facial expression that made them make the match. Advise learners that if a match cannot be found they may keep those image cards until the end. If they are still not clear, they can write their own descriptor card. Alternatively, ask learners to carry out the matching task using the Interactive resource version of this activity instead of cards. Each pair should have access to the resource online. Learners should work through the body language images on screen, choosing the relevant descriptors and recording the reasons for their selections in the text boxes supplied. These can be printed off so learners have their own copy of their results for the discussion stage that follows. Stage 3 When the pairs have matched all cards you can bring the discussion together, asking each learner or pair to provide one matched example then checking with the wider group for agreement. Where there is disagreement, ask those learners challenging the proposed match to provide their rationale and an alternative selection. Encourage learners to ask each other questions and discuss the rationale behind each match to extract their interpretation of the images. Explain that there are no ‘right’ or ‘wrong’ answers as body language is open to interpretation and will mean different things to different people. Therefore, some cards may match with more than one descriptor. You may also want to draw out some specific examples of different interpretations of body language from different backgrounds and cultures. As learners work through each response, extract some key indicators that helped them read body language. For example, does the facial expression, the positioning of arms and other clues help determine what is being communicated? You may want to summarise these points on a flip chart. Throughout this stage you will want to make reference to body language in the context of customer care and its impact. You could extend the discussion by asking learners to provide their own examples of where they have seen body language have a positive or


negative impact on the provision of customer care. You could also focus the discussion on the context of the learners’ own subject or vocational area and their own work-places. You may also wish to lead a discussion on differences affecting body language relating to different cultures. Learners may be able to share their own experiences of gestures which have particular meanings in their own culture, or you could give examples of your own. Stage 4: Consolidation, checking and reflecting on learning Ask learners to highlight which aspects of body language were easy to identify and those which were more difficult. For those that were difficult ask learners to identify why this was the case. Some possible responses are listed below. • Difficult to tell by just seeing the image • There could be different reasons why the character was standing in that way • Different people use different ways of communicating, but being different does not

make them wrong. You will want to highlight that in most circumstances you will not be looking at an image, but reading the body language of a real person so you will have other ‘clues’ to help you identify what body language means, such as the language people use and their tone of voice. You may want to make a link to the Customer care activity Communication: Tone of voice. Summarise the session by asking learners to identify three things they have learned about body language from this activity. Finally, de-brief learners on: • what they have learned about their own body language through the activity and what

action they need to take • how this might apply in their subject or vocational area • what they might do differently as a result of this session • what parts of the activity helped them learn • which parts were less helpful • how they came to a whole-group answer • where else they could use this approach to learning. Alternative approaches You could carry out this activity as a role play activity in order to strengthen the messages. Learners could pick a behaviour card from Pack B then adopt the pose and role play the feelings, attitudes or behaviour described on the card. Learners could use their own phrases to demonstrate each example. Other learners could assess the body language and try to identify the word written in the card. In order to do this you would also need to provide the learner with a scenario in which to ‘act’ out the behaviour.


Alternatively, you could select a range of customer encounter scenarios specific to your subject or vocational area. Learners could use role play to demonstrate the different ways in which body language could be used to communicate both good and poor messages to customers. Again, you will need to provide learners with behaviour cards and a customer care scenario. If you are unable to do this with your own learners role playing the descriptors, you could enlist the support of college drama learners to demonstrate a range of body language poses. This could also be filmed for future use with other learners. Differentiation to meet individual needs You might want to support less confident learners by pairing them with more confident learners. Learners could take on a role in the matching activity. For example, a learner could look at the card and suggest in their own words what they think the body language is saying, while the other learner finds the card with the nearest descriptor. More confident learners may want to create their own images demonstrating body language. Support them in their use of cameras and mobile phones to create images that reflect their subject or vocational area. Challenges – what learners might do next Learners could develop role play further by making the words out of keeping with the body language to illustrate that in most circumstances body language overrides the spoken words. Learners may wish to view the Customer care Storyboards in the Exploring Customer care area as an additional stimulus to explore body language. Embedding literacy, language and numeracy (LLN) Every learning activity includes many different opportunities to develop LLN skills. Always try to find a naturally occurring opportunity where learners can immediately appreciate the relevance and importance of the skills they are learning to use. Your LLN specialist may be able to help you identify specific levels and curriculum references relevant to this activity and to create engaging learning activities which develop these skills. You will be able to identify the general type of LLN skills required as you probably use them every day. The activity can be used to help learners develop the speaking and listening skills below. At Level 1, speak clearly in a way which suits the situation. • Understand that pace, volume and precision of articulation vary depending on the

situation, for example speaking face-to-face, on the telephone, or to a group.


• Speak clearly in a small team so as to be heard and understood, for example in a meeting to plan a street party.

(Adult literacy core curriculum reference SLc/L1.1) At Level 2, make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts. • Understand that getting detailed information involves wording questions carefully, and

asking follow-up questions to probe further, if necessary. • Ask for information on an unfamiliar subject requiring precise details, for example how,

when and where to register a birth, marriage or death. (Adult literacy core curriculum reference SLc/L2.2) Useful activities • Watching video clips of people that demonstrate good examples of speaking with

appropriate delivery speed, emphasis, and volume. • Practising using the same phrases in different situations, such as on the telephone, to

an individual or to a large group. • Learners discussing situations in their own lives where different degrees of clarity are

needed. This could be speaking to their boss, or explaining something to a young child or very old person.


Sheet 1: Body language image cards (Pack A) 20 cards illustrating different body language poses with some examples provided below.

1) Happy 2) Confused 3) Angry 4) Frustrated 5) Thoughtful 6) Welcoming 7) Tired 8) Serious 9) Anxious 10) Distracted 11) Interested 12) Self-conscious 13) Dejected 14) Arrogant 15) Excited 16) Enthusiastic 17) Polite 18) Surprised 19) Relaxed 20) Irritable


Sheet x.2: Body language behaviour description cards (Pack B)

Happy

1

Confused

2

Angry

3

Frustrated

4


Thoughtful

5

Welcoming

6

Tired

7

Serious

8


Anxious

9

Distracted

10

Interested

11

Self-conscious

12


Dejected

13

Arrogant

14

Excited

15

Enthusiastic

16


Surprised

18

Irritable

20

Polite

17

Relaxed

19


Session plan Aim: To help learners explore body language and its impact on customer care. Learners should be able to: • explore communication in the context of customer care • identify and describe the different types of messages body language can convey

when interacting with customers in a work environment • demonstrate an understanding of how body language can be used to provide good

customer care. Time Teacher plan Learner activity Resources

0-5 mins.

Stage 1 Set the scene and test learners’ understanding of body language.

Group discussion.

5-25 mins.

Stage 2 Introduce activity and form small groups. Brief groups. Support groups as they complete the matching task.

Form pairs. Understand briefing. Perform task on matching cards.

Sheet 1: Body language image cards (Pack A) Sheet 2:Body language behaviour description cards (Pack B) or Interactive body language resource

25-45 mins.

Stage 3 Pairs share their responses with the whole group.

Merged group discussion.

Flip chart Printed response

45-60 mins.

Stage 4 Consolidating, checking and reflecting.

Group discussion.

.


Assessment of learning objectives/outcomes • Feedback from each group and creation of a group answer sheet. Differentiation to meet individual needs • Check that suggested poses are suitable and support more confident learners in the

process of creating their own challenge poses for each other. Teacher evaluation

Learner feedback

Consider which parts of the session were effective, and why.

Consider whether the activities were suitable for all learners and whether the session helped to develop the expert learners.

Personal, learning and thinking skills developed Team workers: • collaborate with others to work towards common goals • reach agreements and manage discussions to achieve results.

Creative thinkers: • ask questions and extend their thinking. Independent enquirers: • identify questions to answer and problems to resolve. Literacy, language and numeracy skills developed Language • At Level 1, speak clearly in a way which suits the situation. • At Level 2, make requests and ask questions to obtain detailed information in

familiar and unfamiliar contexts.

body language

Documents

body language messages

body language introduction

body language image

planning learning

experiential learning

lifelong learning qia

interpersonal communication

set of image cards