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T E A C H I N G T E C H N I Q U E

Slap What? An Interactive Lesson in Nonverbal Communication MELISSA J. HAITHCOX-DENNIS, PhD, CHES

Received on June 5, 2009 Accepted on February 9, 2011

This article discusses the use of nonverbal com-munication strategies for fostering social health in middle school students. It outlines a teaching tech- nique designed to help students better understand nonverbal cues and their role in maintaining healthy interpersonal relationships. The technique begins with the card game ‘‘Slap What?’’ where the object is to have the most cards by the end of the game. Students play by observing and interpreting their classmates’ nonverbal cues and soon realize that actions do speak louder than words. The technique concludes with a discussion on interpreting nonverbal cues as a means of maintaining interpersonal communication and rela- tionships and reducing health risks.

According to Greenberg, social health ‘‘is the abil- ity to interact well with people and the environment and having satisfying interpersonal relationships.’’1 To cultivate social health in adolescents, it is necessary to develop their ability to communicate verbally and nonverbally. Consequently, the National Health Edu- cation Standards (NHES) recognize communication as a strategy to ‘‘enhance health and avoid or reduce health risks.’’2(p.30) Additionally, standard 4 of the NHES stresses the importance of ‘‘teaching students how responsible individuals use verbal and nonver- bal skills to develop and maintain healthy personal relationships.’’2(p.30)

Communication can be defined as the shar- ing of one’s thoughts and emotions with others, either verbally or nonverbally. Verbal communica- tion includes spoken words and sounds, and the volume and tone used to express them. In con- trast, nonverbal communication is unspoken, and includes facial expressions, body movements, ges- tures, observance of personal space, and eye contact.3

Both verbal and nonverbal communication are impor- tant for healthy relationships; however, researchers have found that 93% of message meanings come from nonverbal cues.4 Interpreting nonverbal cues

Assistant Professor, ([email protected]), Department of Health Education and Promotion, East Carolina University, 3205 Belk Building, Greenville, NC 27858.

Address correspondence to: Melissa J. Haithcox-Dennis, Assistant Professor, ([email protected]), Department of Health Education and Promotion, East Carolina University, 3205 Belk Building, Greenville, NC 27858.

is not always easy, especially for adolescents. In fact, research suggests that adolescents are more likely to respond with gut reactions to emotional stimuli, whereas adults are more likely to respond with more rational, reasoned responses.5 One way to facilitate the development of interpretation skills in adolescents is to present opportunities to com- municate nonverbally and discuss the reactions that arise. The following teaching strategy is designed to elicit nonverbal cues within the context of a competitive game and encourage students to effec- tively transfer and interpret them in order to promote healthy communication and interpersonal relationships.

GRADE LEVEL

This teaching technique is designed for mid- dle school youth in formal or informal education settings.

Objectives As a result of this lesson, students will be able to:

• define verbal and nonverbal communication; • identify at least 3 examples of nonverbal cues; • summarize their emotional reactions to 2 nonverbal

cues; • identify 2 ways nonverbal communication that can

promote healthy interpersonal communication and relationships.

NHES: PERFORMANCE INDICATOR This activity incorporates the following NHES

performance indicator: 4.8.1 Demonstrate effective verbal and nonverbal

communication skills to enhance health.

MATERIALS AND RESOURCES

The materials listed are for a group of 25 students:

• A standard deck of 52 playing cards for every 5 students;

• Directions sheet (Figure 1); • Five envelopes; • Desks, tables, or another hard surface for card play.

If using desks, have students move them together to form a small table-like surface;

Figure 1. Directions Sheet

Object: The object of the game is to have the most cards by the end of the game. Rules: • The dealer shuffles the cards and gives each player one card at a time until all cards are passed out. • Do not talk or look at your cards. • Gather your cards into a pile being careful to keep them face down. • The person to the immediate left of the dealer begins the round by placing their top card in the center of the table/desk. • Play continues clockwise with each player revealing their top card and placing it in the center of the table. • When a JACK is placed on the center pile, be the first to slap it. If you are first, you win the entire pile of cards. If more than

one person slaps the card the person whose hand is in contact with the card is the winner of the round. • Continue to play until someone runs out of cards. Count your cards. The person with the most cards wins the game.

Object: The object of the game is to have the most cards by the end of the game. Rules: • The dealer shuffles the cards and gives each player one card at a time until all cards are passed out. • Do not talk or look at your cards. • Gather your cards into a pile being careful to keep them face down. • The person to the immediate left of the dealer begins the round by placing their top card in the center of the table/desk. • Play continues clockwise with each player revealing their top card and placing it in the center of the table. • When a QUEEN is placed on the center pile, be the first to slap it. If you are first, you win the entire pile of cards. If more

than one person slaps the card the person whose hand is in contact with the card is the winner of the round. • Continue to play until someone runs out of cards. Count your cards. The person with the most cards wins the game.

Object: The object of the game is to have the most cards by the end of the game. Rules: • The dealer shuffles the cards and gives each player one card at a time until all cards are passed out. • Do not talk or look at your cards. • Gather your cards into a pile being careful to keep them face down. • The person to the immediate left of the dealer begins the round by placing their top card in the center of the table/desk. • Play continues clockwise with each player revealing their top card and placing it in the center of the table. • When an ACE is placed on the center pile, be the first to slap it. If you are first, you win the entire pile of cards. If more than

Object: The object of the game is to have the most cards by the end of the game. Rules: • The dealer shuffles the cards and gives each player one card at a time until all cards are passed out. • Do not talk or look at your cards. • Gather your cards into a pile being careful to keep them face down. • The person to the immediate left of the dealer begins the round by placing their top card in the center of the table/desk. • Play continues clockwise with each player revealing their top card and placing it in the center of the table. • When a KING is placed on the center pile, be the first to slap it. If you are first, you win the entire pile of cards. If more than

Object: The object of the game is to have the most cards by the end of the game. Rules: • The dealer shuffles the cards and gives each player one card at a time until all cards are passed out. • Do not talk or look at your cards. • Gather your cards into a pile being careful to keep them face down. • The person to the immediate left of the dealer begins the round by placing their top card in the center of the table/desk. • Play continues clockwise with each player revealing their top card and placing it in the center of the table. • When a TWO is placed on the center pile, be the first to slap it. If you are first, you win the entire pile of cards. If more than

• Markers, newsprint, or white board to record responses.

Pre-Activity Preparation A deck of playing cards is needed for every 5

students in the class for this activity. Remove the jokers from each deck. The directions sheet (Figure 1) contains 5 different sets of directions. Make 5 copies of each set of directions and place into an envelope. The directions for each group vary slightly with an emphasis on a particular playing card (eg, Ace, Jack, King). For larger classes, create additional directions sheets for more groups by changing the card specified in the sixth bullet so that the directions ask each group to look for a different playing card.

ACTIVITIES AND STRATEGIES

Approximately 40 minutes should be allotted for completion of this activity.

Step One Divide students into groups of 5 and instruct them

to spread out to create space between each group. Explain that they will be playing a card game in which the object is to have the most cards by the end of the game. There are 3 guidelines for the game: (1) there is no talking or verbal communication; (2) do not look at your cards; and (3) if you have a question, raise your hand for help from the teacher.

Step Two The teacher should choose 1 student in each group

to be the dealer and distribute a deck of cards and 1 envelope with directions to each dealer. Ask the dealer from each group to pick up the envelope and distribute the directions inside to each group member. Ask students to read the directions silently and return their directions to the envelope, set it aside, and begin playing round one. The teacher will circulate around the room, collect the envelopes, and quietly enforce the guidelines throughout the round.

Step Three As round 1 comes to an end, instruct students to

place their cards in the center of the workspace, and sit quietly until all groups are finished. Once everyone is finished, instruct the dealer to stay at his or her table. Have the person to the dealer’s immediate left move clockwise to the first table. Have the second person to the dealer’s left also move clockwise but to the second table, repeat for the other 2 or more players. This movement should create new groups in which students will begin play with different sets of instructions. Remind students not to talk as they

move, and once the groups are reconfigured begin playing round 2 with the same dealer from round 1.

Step Four Circulate around the room to make sure all

guidelines are observed. This will become increasingly difficult because each group has players with a different set of directions instructing them to slap different cards. Some students may become confused or frustrated while others will catch on to the change and adjust to try to win. Displays of nonverbal communication will increase, and at times, students may resort to verbal communication to resolve the conflict. Continue to circulate and encourage students to adhere to the guidelines and finish the round. Once round 2 is complete, instruct students to put their cards away and tell them the game is over.

DEBRIEFING

Engage students in a whole-class discussion using the following prompts:

1. How do you feel right now? 2. By show of hands, how many people felt frustrated?

Confused? Other feelings? 3. How do your feelings at the end of the second round

compare to your feelings during the first round? 4. What did you or your classmates do to communicate

instead of talking? 5. What types of nonverbal cues were used during this

game? 6. How did you interpret those cues and why did you

make these conclusions?

ASSESSMENT TECHNIQUE

Discussion and Key Content Use these questions to guide a discussion about the

role of nonverbal communication, how it is expressed, interpreted, and how it contributes to interpersonal communication and relationships.

1. What is communication? Communication is the sharing of one’s thoughts and emotions with others, either verbally or nonverbally.

2. What is the difference between verbal and nonverbal communication? Verbal communication is spoken words and sounds, and the volume and tone used to express them. Nonverbal communication uses no words. It includes facial expressions, body movements, gestures, and eye contact.

3. What are some forms of nonverbal communication?

• Facial expressions — smile, yawn, frown. . .

• Gestures — waving, thumbs-up, hands on hips. . . • Posture — slouching, hunched shoulders,

towering. . . • Bodily functions — sweating, tears, blushing. . . • Moving in own personal space and in and out of

other’s personal space. . .

4. What other body language did someone use during the game?

Smiles, frown, slapping harder, pushing back from the table (Possible answers).

5. How did you feel when you observed different types of body language — why did you feel this way?

Confused, angry, frustrated. . . (Possible answers).

6. If you saw your best friend sitting alone and crying how would it make you feel?

I would feel sad too. I would want them to feel better or happy again. . . (Possible answers).

7. What would you do to make them feel better?

Talk to them, try to cheer them up. . . (Possible answers).

8. What is social health?

Social health is the ability to interact with others and maintain healthy relationships.

9. What are 2 ways healthy communication can affect social health? Communication is the sharing of one’s thoughts and emotions with others, either verbally or nonverbally. When we share our thoughts and emotions we share ourselves. Through effective communication we are able to make friends, show others how we care, show our love for our family and express our concerns when we are unhappy or dissatisfied. If we communicate well our relationships will be stronger and more meaningful.

At the conclusion of the discussion, ask students to write a personal reflection about today’s lesson. The reflection must include a comparison of nonverbal and verbal communication, at least 3 examples of nonverbal communication they observed, how they interpreted others’ nonverbal cues and why, and 2 examples of how nonverbal communication can promote healthy interpersonal communication and relationships with others. See optional Slap What? Reflection Paper Rubric (Table 1).

REFERENCES

1. Greenberg JS. Health and wellness: a conceptual differentiation. J Sch Health. 1985;55:403-406.

Table 1. Slap What? Reflection Paper Rubric

Category Excellent Good Average Poor

Organization The information is very organized. Paragraphs are constructed well

The information is organized. Paragraphs are constructed well

The information is organized but paragraphs are not well constructed

The information is disorganized. Paragraphs are not well constructed

Nonverbal communication observation

Student demonstrates strong understanding by including 3 or more examples of nonverbal communication

Student demonstrates understanding by including 2-3 or more examples of nonverbal communication

Student demonstrates understanding but only includes 1-3 examples of nonverbal communication

Student does not demonstrate understanding/or does not include examples of nonverbal communication

Interpretation of nonverbal cues

Student clearly describes their personal reaction to 2 or more nonverbal cues from others and gives reasons for their reaction(s)

Student describes their personal reaction(s) to 1-2 nonverbal cues from others and gives reasons for their reaction(s)

Student briefly describes their personal reaction to 1 or more nonverbal cues, but offers little to no detail about reasons for their reaction

Student does not describe their personal reaction to others’ nonverbal cues or reasons for their reaction

Lists examples and describes how nonverbal communication can promote healthy interpersonal communication with others

Student clearly describes 2 or more ways nonverbal communication can promote healthy interpersonal communication and relationships with others

Student describes 1-2 ways nonverbal communication can promote healthy interpersonal communication and relationships with others

Student somewhat describes 1-2 ways nonverbal communication can promote healthy interpersonal communication and relationships with others

Student does not describe or offer examples of how nonverbal can promote healthy interpersonal communication and relationships with others

Mechanics No grammatical, spelling, or punctuation errors

Almost no grammatical, spelling, or punctuation errors

A few grammatical, spelling, or punctuation errors

Many grammatical, spelling, or punctuation errors

2. Joint Committee on National Health Education Standards. National Health Education Standards: Excellence. 2nd ed. Atlanta, GA: American Cancer Society; 2007:30.

3. Teague ML, Mackenzie SL, Rosenthal DM. Your Health Today. Brief ed. New York: McGraw Hill; 2009:245.

4. Caputo J, Hazel HC, McMahon C. Interpersonal Communication. Boston: Allyn & Bacon; 1994:224.

5. Rubia K, Overmeyer S, Taylor E, et al. Functional frontalisation with age: mapping neurodevelopmental trajectories with MRI. Neurosci Biobehav R. 2000;24:13-19.

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