Background Nonverbal Communication Say Whaaat? Creative Writing Trends and Patterns Problem Solving Creative Thinking Say It – Do It (Scientific Writing) Three Dimensional TANGOES * Negotiation (Basic) Supply and Demand Monopoly Teamwork PDCA Cycle Beyond Disabilities Group Decision Making Dynamics	Nonverbal Communication Summary/Suggested Uses This exercise allows students to experience the importance of speech in communication and to analyze the ways in which we communicate nonverbally. Use it as an introduction to units related to communication in language, home & family living, vocational preparation, and speech classes. It may also be applied to cultural awareness and leadership training for peer mediation and student council groups. Allow 30-40 minutes for this exercise. Objectives Participation in this exercise will help students to: Identify techniques for nonverbal communication Explain the importance of body language in communication Practice observing/analyzing nonverbal communication Materials One set of TANGOES * for each group of 4 students plus one additional set. Copies of the same image card for each group (without image solution) or an image enlargement on an overhead transparency Container to act as the "bank" for extra pieces.. Students should not be able to see into the container. Directions Divide students into groups of 4. You may want to appoint extra students as "banker" and "observer" but these positions are optional. Mix all the TANGOES * pieces together in a container and have each student draw out one piece. Keep the remaining pieces in the container. Explain that today’s challenge is to communicate totally without words. Groups may communicate among themselves by sign language, writing, or drawing only. Anyone using verbal communication will be disqualified and will have to sit out the rest of the round. The first group to successfully create the image on the card (or overhead) (by duplicating the image with the TANGOES * pieces will win the round. Students are allowed to exchange their TANGOES * pieces by depositing them into the container and withdrawing another. There is no limit on the number of exchanges that can be made, but each student must make their own exchange and only one piece can be exchanged at a time. Distribute image cards or turn on overhead. Allow students adequate time to complete the task of creating the image they've been shown (usually 10-20 minutes). Observe ways in which students communicate nonverbally and use as examples during the follow up discussion. Call time when one team successfully constructs the image, or when time is up. Share solution by placing pieces on overhead projector or drawing shapes inside outline. Compare progress and congratulate students on their success so far. Ask How was using non-verbal communication challenging for you? What were some ways that you communicated with each other? (Take examples such as hand gestures, shaking head, raising eyebrows, stomping feet, etc. List techniques on board and group by expressions, gestures and other techniques. Look for ways of communicating emotions as well as task items) How would you rate your effectiveness in this communication? Debrief and Transition Verbal communication is an important tool for people. Taking that tool away can decrease our effectiveness and increase our frustration. However, the words we use are less than 10% of our total communication. What we say with the tone of our voice and our body language are much stronger messages. In fact, our facial expressions, gestures, and posture together make up 55% of the meaning of our communication, while the tone, pacing, silences, etc. of our voice is about 38%. (Illustrate with examples from the previous discussion. Transition into regular lesson plan)