Sean Neill

Nonverbal signals are less easily controlled that words and thus, potentially, offer reliable information to both teachers and children on each other’s true intentions. But such signals are also more ambiguous than words, and this makes them valuable when teachers or children wish to send a message they do not want to be challenged. Even so, misunderstandings can occur, for example, between different ethnic groups. Originally published in 1991, Sean Neill explores how children’s skill in using and understanding nonverbal signals increases with age. The appropriate nonverbal signals for teachers differ from those used in informal conversation because of the teacher’s controlling, instructing and encouraging role, and this creates problems for new teachers, who also find it difficult to interpret the limited feedback from the class. A detailed coverage of teachers’ and children’s signals leads on to a survey of how teachers acquire nonverbal skills and research on effective training. Classroom Nonverbal Communication provides the only comprehensive survey of these areas for staff involved in the initial and in-service training of teachers, and in staff development. Classroom social arrangements are permanently reflected in seating layout and room design, which can allow teachers and administrators to influence classroom interaction through advance planning. For these groups, this richly illustrated volume assesses how effective such planning really is. Sean Neill has researched room layout and nonverbal communication in education since 1975 and has published many papers dealing with these issues. He provides a uniquely comprehensive survey of the research evidence on classroom nonverbal communication.

The OSCE (Objective Structured Clinical Examination) component of the ABA Applied exam is a new concept that involves a number of 'live' practical stations in which candidates must demonstrate communication, professionalism and technical skills to the examiners. This book covers topics that are outlined in the ABA curriculum, presented in a way that emulates the OSCE exam setting, and will help candidates prepare for the exam and test their knowledge. Each station is constructed in clear, logical fashion to make the revision of individual topics more accessible. The sample questions and answers allow self-testing and are complemented by discussions, numerous illustrations and up-to-date clinical guidelines which follow modern-day anesthetic practice. The OSCE Guide for the ABA Applied Examination is a must-have resource which will help candidates further understand and prepare for the OSCE process.

Nonverbal signals are less easily controlled that words and thus, potentially, offer reliable information to both teachers and children on each other’s true intentions. But such signals are also more ambiguous than words, and this makes them valuable when teachers or children wish to send a message they do not want to be challenged. Even so, misunderstandings can occur, for example, between different ethnic groups. Originally published in 1991, Sean Neill explores how children’s skill in using and understanding nonverbal signals increases with age. The appropriate nonverbal signals for teachers differ from those used in informal conversation because of the teacher’s controlling, instructing and encouraging role, and this creates problems for new teachers, who also find it difficult to interpret the limited feedback from the class. A detailed coverage of teachers’ and children’s signals leads on to a survey of how teachers acquire nonverbal skills and research on effective training. Classroom Nonverbal Communication provides the only comprehensive survey of these areas for staff involved in the initial and in-service training of teachers, and in staff development. Classroom social arrangements are permanently reflected in seating layout and room design, which can allow teachers and administrators to influence classroom interaction through advance planning. For these groups, this richly illustrated volume assesses how effective such planning really is. Sean Neill has researched room layout and nonverbal communication in education since 1975 and has published many papers dealing with these issues. He provides a uniquely comprehensive survey of the research evidence on classroom nonverbal communication.

Non-verbal skills are invaluable for teachers in getting their own messages across to classes and understanding the messages pupils are sending them. Here an educational psychologist and a classroom teacher join forces to show new teachers in particular how to use gesture, posture, facial expression and tone of voice effectively to establish a good relationship with the classes that they teach. Each chapter is illustrated with clear drawings of pupils and teachers in common classroom situations and accompanied by training exercises aimed at improving the new teacher's ability to observe both her class and her own practice. A section at the end of the book gives suggested solutions to some of the exercises and the final chapter, addressed to staff responsible for their colleagues' professional development, provides suggestions for half and whole day courses.

Körpersprachliche Fertigkeiten sind für jeden Unterrichtenden von unschätzbarem Wert - nicht nur, um einer Klasse oder Kursteilnehmern die Unterrichtsinhalte optimal zu vermitteln, sondern auch, um die nonverbalen Botschaften zu verstehen, die die Lernenden aussenden. Und je stärker die Lehrenden daran interessiert sind, ihre Fähigkeiten im Unterricht zur Geltung zu bringen, desto mehr sollten sie über den Einsatz von Gestik, Körperhaltung, Gesichtsausdruck und Tonfall der Stimme wissen. An jedes Kapitel dieses Buches schließen sich Übungsaufgaben an; die Antworten finden sich dann am Ende des jeweiligen Kapitels. Der letzte Abschnitt richtet sich speziell an diejenigen, die für die Aus- und Weiterbildung von Lehrern, Dozenten oder Kursleitern verantwortlich sind; dort finden sich zudem Vorschläge für die Gestaltung halb- und ganztägiger Fortbildungsseminare zum Thema Körpersprache. Chris Caswell (*1950) ist Mitglied der Schulleitung der Myton School in Warwick/Mittelengland. Er hat an zahlreichen Schulen und anderen Einrichtungen Kurse zum hier behandelten Thema durchgeführt. Sean Neill (*1945) befaßt sich seit über zehn Jahren an der Universität Warwick mit der Erforschung der nonverbalen Kommunikation; auch er gibt hierzu Kurse und hat zahlreiche Forschungsarbeiten und eine wissenschaftliche Studie (Classroom Nonverbal Communication) veröffentlicht. www.daedalusbuch.de

Non-verbal skills are invaluable for teachers in getting their own messages across to classes and understanding the messages pupils are sending them. Here an educational psychologist and a classroom teacher join forces to show new teachers in particular how to use gesture, posture, facial expression and tone of voice effectively to establish a good relationship with the classes that they teach. Each chapter is illustrated with clear drawings of pupils and teachers in common classroom situations and accompanied by training exercises aimed at improving the new teacher's ability to observe both her class and her own practice. A section at the end of the book gives suggested solutions to some of the exercises and the final chapter, addressed to staff responsible for their colleagues' professional development, provides suggestions for half and whole day courses.