Nonverbal Communication And Body Language Analysis

confrontation, loneliness, sensory overload and embarrassment. It is imperative to understand that these triggers cause chemical reactions in the body and brain that prime the heart, lungs and muscles to fight, flight or freeze. Children begin to become emotionally dysregulated, which can appear as aggressive, agitated and angry or disengaged, numb and inattentive. Instead of giving warnings of possible punishment, teachers can try to give offers of help or direct the child to participate in self-regulation activities. Blaustein & Kinniburgh (2010) and Downey (2007) discuss the importance of body language and non-verbal communication. They suggest that teachers avoid touching, blocking, leaning over or demanding eye contact when …show more content…
She also mentions that it is important to keep anger and frustration out of ones voice when providing choices. Often children who cause disruptions are seeking extra attention or help. Instead of pushing the child away by giving time outs or sending the child out of the classroom, Downey suggests giving the child time in. This means moving the child right beside the teacher even if the child is not able to participate due to negative behaviour. When the child is sitting beside, the teacher should then speak quietly and gently reminding the child that one day when he/she is able to ________ (sit nicely, keep hands to self etc.) he/she will have fun joining in to the activity. In all interactions, Bruce Perry’s contribution to understanding the difference between chronological age and developmental age cannot be understated. Often educators find that a child is unable to adhere to the grade level expectations in the classroom. Maltreated children often do not have the capacity to behave according to the expectations associated with their chronological …show more content…
In her book Reaching and Teaching Children Who Hurt, Susan Craig (2008) devotes an entire chapter to helping educators learn how to manage the demands of teaching and understand how important it is to not neglect their own physical, psychological and spiritual health. Craig (2008) explains that teachers and counsellors who spend a lot of time with traumatized children may begin to show signs of vicarious trauma including nightmares and depression. She also states that the well being of school personnel is often ignored and as a result, many experience symptoms of burnout or compassion fatigue. Educators may question their ability to make a positive contribution and begin to believe themselves to be incompetent. Teachers and school counsellors are encouraged to participate in team collaboration, ask for specific training, make time for daily physical exercise, eat well and make time for social opportunities with friends and family. Craig also suggests that spiritual practices such as prayer, meditation and yoga can help teachers become more self-aware and release