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○ For example, many people believe that crossed arms mean you’re a closed, defensive
person. But for many people, crossed arms indicate a relaxed posture or feeling cold.
CLASS DISCUSSION QUESTIONS
1. This chapter in your book discusses how women are better than men at interpreting
nonverbal cues. Do you agree with this statement? If so, why do you think this is the
case? What have women historically been responsible for that may have helped
develop these nonverbal communication skills?
2. Do you consider yourself as being from a high-contact culture or low-contact
culture? Give an example of an experience where you interacted with someone from
the “opposite” culture, either a low- or high-contact culture. How did you feel
during this interaction? Based on your reading, how could you help make these
types of interactions more comfortable in the future for all involved?
• Discuss with students the importance of learning more about the nonverbal
communication patterns utilized in different cultures. Also, mention that it is not
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3. Think about the last time you were in an elevator with other people whom you did
not know. Discuss what nonverbal communication is commonly seen in individuals
placed together in an elevator. Why do you think we exhibit such distinct nonverbal
behavior on an elevator?
• To facilitate this discussion, guide students through a mental ride on an elevator,
reminding them of how humans often do the following things: look up at the numbers,
4. Draw a small diagram of the furniture in your own living room or in a living room
that you visit often, such as your parents’. Are the fixed features in this room
arranged to enhance communication? Why or why not? What does the room
communicate nonverbally?
• Discuss with students how we influence communication simply by how we place our
furniture. Most living rooms are arranged today for optimal TV viewing and are not
conducive to facilitating effective communication. If our primary focus of the living
5. Do you think we can communicate with eye contact even when someone isn’t
looking? Why or why not? Give an example.
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• You can lead this discussion by asking if a teacher or parent has ever done this to them.
Eye contact is very powerful, and students will enjoy discussing this phenomenon as
well as other aspects concerning eye contact. Expand the discussion by asking about
VIDEO SCENARIOS
HOW TO COMMUNICATE: PERCEIVING NONVERBAL MESSAGES
This video feature shows students competent communication skills in action based on the
scenario following. The first video illustrates an ideal outcome, whereas the What if?
challenges prompt them to apply their own skills to times when their communication partner is
more difficult. To access the videos, go to macmillanhighered.com/choicesconnections2e.
Assign students to watch the videos and answer the questions before class, and then they can
1. Describe your observations in neutral terms, being as specific as possible and using “I”
language in explaining your perceptions.
You might say, “While I was talking, I thought I saw you frown, roll your eyes, and look
down.”
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2. Express your concerns about her nonverbal communication, framing her behavior as “it”
3. Ask her about the meaning of her nonverbal communication, making sure to use “I”
language and suggesting several possibilities so that it’s not a “Yes/No” question.
Instructor Note: Online, students will be asked a multiple-choice question after the first
video. For Chapter 6, it is this:
Why did Erika check her perception about her friend’s nonverbal behaviors during her story?
A. Because nonverbal communication can replace verbal, this could be a sign that her
friend dislikes Amy.*
B. There was a congruent message between the friend’s verbal and nonverbal
communication.
Wrong answer: Incorrect. By rolling her eyes and frowning, the friend showed disinterest at
Erika’s story and used such behaviors to show her displeasure instead of saying something
WHAT IF?
This section challenges students to adapt their skills and communication plans when things
don’t work out as shown previously. Students will view two videos. In each video, the
encounter becomes challenging, and students must choose how they would respond based on
the open-ended question.
Even if you use perception-checking correctly, your friend may not respond as you would
expect. How would you adapt your communication if faced with these challenges?
1. What would you do when your friend denies that she made the nonverbal behaviors in
question?: “I don’t know what you are talking about. I didn’t do anything.”
2. How would you handle your friend when she says that her nonverbal behaviors were
unrelated?: “I was just checking the time. I have to get going or I’ll be late for my shift.”
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You might say, “I’m sorry, I didn’t realize how the time had flown. I will let you go, but
CLASSROOM ACTIVITIES
1. Up Down—Up Down
Goal: To demonstrate the importance of effectively reading another person’s nonverbal
signals
Time: 25 minutes or less
2. Have students sit in the chairs.
4. Explain to students that five students must stand up for 15 seconds while the others
remain seated. After 15 seconds, the first five students should sit down and a new
group of five should stand up, and so forth. The key is to have five students only
5. Once you they have accomplished the goal, have the students discuss what types of
nonverbal communication worked best and what aspects were the most challenging.
2. Can You Follow My Eyes?
Goals: To allow students to observe eye directions during questioning
Time: 30 minutes
2. One student will be designated as interviewer and the other interviewee.
4. Give the interviewer a copy of the Activity #2 Handout: Interviewer Instructions and
questions following.
ACTIVITY #2 HANDOUT
Interviewer Instructions
2. Place a chair directly in front of your partner.
3. As you ask the following questions, you are to record the direction of your partner’s eyes
as he or she answers your questions. Determine if they are looking primarily to the right,
left, or middle as they answer each question. Write your answer in the column next to
Questions: Eye Direction:
1. What is your name? __________________
2. What is your home town? __________________
4. What is your favorite video game and why? __________________
5. Describe your childhood bedroom. __________________
7. What year did you turn 15 in? __________________
8. Give the driving directions to your favorite restaurant. __________________
10. What is your height in inches? __________________
3. Silent Movies
Goal: Team-building exercise that explores how much we understand through nonverbal
communication
Time: 60 minutes (over two class periods)
1. Divide the class into teams of four or five.
2. Explain to the class that they need to select a scene from a popular movie. Their goal
is to act out the same scene without using any words and to have the class guess
3. Discuss as a class how easy or difficult it was to identify each movie. Why do they
think this was the case? Allow students to vote for the most effective silent movie.
4. The Nonverbal–Verbal Blend
Goal: To demonstrate the five ways we use nonverbal communication to aid our verbal
communication
Time: 45 minutes
2. Remind the class of the five ways we blend nonverbal and verbal communication: to
replace, repeat, contradict, enhance, and spotlight.
4. Each group is to develop a phrase for each group member to demonstrate their
assigned type of nonverbal communication. Allow time for the groups to come up
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5. Have each group perform their phrases.
7. Discuss with the class how varied one phrase can be depending on how we use our
nonverbal communication.
4. Nonverbal Power Balance Presentation
Goal: To help students understand how we communicate power nonverbally
Time: 30 minutes
2. Assign one group the subject of nonverbal dominance and the other nonverbal
submissiveness.
3. Ask the groups to research and prepare a 10-minute PowerPoint presentation or
MEDIA RESOURCES
1. The Importance of Nonverbal Cues as Told by “Friends”
This short humorous clip looks at the different aspects of nonverbal communication with
examples from the sitcom Friends. It highlights how we use nonverbal cues to
2. “Your Body Language Shapes Who You Are”
3. “‘Understanding Body Language’ on Living Smart”
This is a 26-minute interview with Jan Hargrave, author of Let Me See Your Body Talk.
Hargrave discusses nonverbal communication and how we can improve our
4. “Count the Bad, Over-The-Top, Nonverbal Communication Blunders”
This 1-minute video highlights many of the common nonverbal mistakes we make while
making presentations. The video can be used to open a discussion about how the students
5. “Secrets of Body Language”
This documentary discusses the various forms of nonverbal communication including