Non-verbal cues and signals are another way the class can communicate that can be part of your classroom management strategies. Non-verbal cues and signals can be used to communicate needs, respond to questions, emphasize actions, and direct attention. They are particularly effective to avoid shouting, when students who are deaf or hard of hearing have difficulty hearing you, or if you need to lower the volume in the room.

Non-Verbal Cues

Plan Non-Verbal Cues Ahead of Time

Plan which type of non-verbal cues will work for the students in your classroom. You may want a mix of audible, visual, and other sensory cues. Different elements of your lesson may call for different types of cues. If you choose to use a rhythmic call and response, you may want to practice so that you feel confident leading various rhythms.

Consider Proximity

The closer a Teaching Artist (TA) stands to a student or group of students, the greater their awareness is of the TA’s presence and the more likely they are to change their behavior. This technique can be used universally across age groups. It is most effective in a class with which a TA is familiar. You can also ask the Classroom Professionals to move closer to a student if needed.

Audible Cues

When planning audible non-verbal cues, keep in mind the volume level and the students in your room. Stomping may be great for off-site or after-school workshops, whereas knee slaps may be more appropriate for in-school when there are classes in session nearby. If there are students who are overwhelmed by loud noises, consider using sounds and rhythms that are softer and slower. Be mindful of what type of cues you are planning to use and find out if they could be triggering for any of your students. Also remember to consider what visual cues you can use for students who are d/Deaf or Hard of Hearing.

Non-Verbal Call and Response – Rhythmic Patterns

Use rhythmic patterns and have students repeat the patterns back with:

• Claps
• Snaps or tapping two fingers on palm
• Knee slaps
• Stomps or foot taps
• Rubbing hands together
• Combinations

Instruments

Playing an instrument with a simple rhythmic pattern can direct student attention. Different instruments and volume levels can be used for different energy levels.

Examples:

• Claves
• Chime
• Bell
• Singing bowl
• Drum

Recorded Music

Pre-recorded music can be used to cue a certain mood during work time, set-up, and clean-up, or to help with transitions in class. Music can be paused to help cue when it’s time to listen for instructions, or as an alternative timer for when students should be back in their seats, for example. Music works well with all ages.

Light Cues

• Turn the lights on or off to change the visual energy in the room. It is important that you do this mindfully. Do not turn lights rapidly on and off, as that could affect students who are prone to seizures.
• With the lights off, use a large flashlight to spotlight a student or object on which you would like students to focus.

Hand Signals

Planning

Ask Classroom Professionals what hand signals students already use. If the class already has some signals they use, make note of these for yourself. If the class doesn’t regularly use hand signals, make a plan for what signals you might want to implement in your class or workshop.

In lieu of signals unique to the classroom, some classes use basic American Sign Language (ASL) to communicate. Top 10 ASL Signals for the Classroom 

Common Hand Signals

Try to adopt hand signals that are already in use in the classroom. You can check with the Classroom Professionals about these, and/or notice any hand signals the students use.

There may be hand signals specific to your classroom for these common terms:

• Bathroom
• Tissue
• Question
• Sharpen Pencil
• Water
• Ready!
• Me too
• Voice levels

Introducing Hand Signals

Learning a lot of signals at once can be overwhelming, so think strategically about what signals are needed for the class you’re working with and when those are introduced. Generally speaking, signals should be taught at the start of the program.

Note: For residency programming, consider creating a visual for any new signals you introduce that can stay posted in the room, or use a video that can be replayed.

Visual Cue Cards

Visuals that represent common directions and vocabulary are also a great non-verbal tool that can indicate a need or what comes next in an activity. They can be posted as part of the agenda and directions, or held up by students.

Students may already be using Picture Exchange Communication System (PECS)®  Cards or devices; you can create your own visuals; or use ours: GIVE Visual Vocabulary