Non-verbal communication involves more than just body language and nodding of the head. In fact there are a number of pertinent facets to non-verbal communication; this paper delves into those issues and provides context.
While giving a presentation to associates at work, or classmates, the following non-verbal behaviors are observed among those in the audience.
Provide interpretations when one person is writing the entire time the presentation is going on -- how would this influence the speaker's evaluation of audience feedback or change: According to Stuart, et al., non-verbal language is "more difficult to interpret" but "more powerful than speech." However it isn't difficult at all to interpret the non-verbal cue from the student who is writing the entire time of the presentation. Interpretation #1: It could be that the student is taking notes, however that seems unlikely. The speaker needs to take this indifference to heart and do something about it. Interpretation #2: It could also be that he is cramming for a mid-term test later that day. A pause can also serve to interrupt the male who is busy writing something while the presentation is going on. "Pausing gives listeners the time to absorb what the speaker is saying" (Stuart, et al., 2007); and in the case of the busy writer, whose non-verbal message is that either I don't care what you're saying or I'm way too busy to pay attention, a pause and a focus with eyes directing at the writer could have a positive impact. Interpretation #3: It is possible that what is being said lacks relevance, or is being presented in a dry, flat style of speaking. Whatever the reason, the speaker needs to deal with this rudeness and lack of attention. Each of these three possible interpretations lead to the reality that the presentation isn't being receive by all in the room, which is a waste of energy.
Whatever his (let's call it a male) reason, it appears to be discourteous and moreover, it is the speaker's job to not allow this behavior. On page 32 of Chapter 2 (Communication in Daily Life), the suggestion is made -- a positive one indeed -- to use the pause to put emphasis in what is being said.
Why waste time and energy (after having spend a good amount of time preparing the presentation) speaking in front of a group if only some of the group will get anything out of it? In the peer-reviewed Icfai University Journal of Social Skills, the author points out that moving around the room, up and down all the aisles, which is a non-verbal communication strategy, is far better than standing in one spot. Also, good eye contact, gestures, and key facial expressions can offset students' tendency to engage in proxemics ("gaze aversion," swinging of legs, or tapping fingers on the desk) (Subapriya, 2009).
TWO: a student / associate is smiling albeit the subject is serious. Interpretation #1: The student just got a text from a boyfriend asking for a date tonight. Prior to the presentation the speaker should ask that all digital devices be turned off. Interpretation #2: The student needs the speaker to call on her, politely walking over to that person because her mind is far away from the topic. Perhaps using voice modulation could help the smiling student come to reality. Clearly, if the subject is grim, or at least serious, a smile is a non-verbal cue that his student isn't getting it. Interpretation #3: The presentation is going on too long and students are restless, and the smile reflects that she (the smiling one) is going to a hot sorority party tonight. A sure way to break the monotony (if that is what causes the smiling) is to engage verbally with the class through part of the presentation. "Would someone like to respond to the points I made about No Child Left Behind?" would be a good way to change the mood for that smiling person.
Or, "A tinge of entertainment is essential in teaching," Subapriya writes on page 40. If someone is smiling, give that person something to smile about. A quick pun usually works.
THREE: a student / associate has eyes closed. Interpretation #1: the speech is fine but this student did an all-nighter cramming for a test. It is not the speaker's fault the student is tired but try walking past the student up or down the row while continuing the presentation. Footsteps next to the student's desk should open the eyes. Interpretation #2: The presentation is interesting but the student is visualizing what is being said and that works best with eyes closed. "Let's all visualize for a moment a mother being told by the principal of her son's school that he has been suspended," would be a good question (and breaks up the monotony) to see if it's sleep of disinterest on the part of the eyes closed person. Interpretation #3: How can a speaker be sure the student isn't actually drifting off on a quick cat nap -- or is perhaps suffering from narcolepsy? Talk to the student after the class, just as a way of determining if he actually picked up on what was being said.
Part TWO: Logical justifications for working at home: a) The idea of reduced office space four days a month means less electricity used, and over a year's time, 48 days, that savings adds up; and b) With Skype and other technologies, I am still in the loop and can make contributions through participation in meetings and report-related presentation. Emotional appeals: a) I really work better when it's quiet and I can have my semi-classical music playing, which I can't at the office; and b) I am really becoming a serious advocate of green lifestyles, and by not contributing a carbon footprint (bringing my car to work) to this already over-heated world makes me feel better about the times when I do drive to work.
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