Verbal & Non-Verbal Communication Strategies for Students

An error occurred trying to load this video.

Try refreshing the page, or contact customer support.

Coming up next: Class Discussion: Activities & Ideas

You're on a roll. Keep up the good work!

Take Quiz Watch Next Lesson
Your next lesson will play in 10 seconds
  • 0:00 Perceptions
  • 0:29 Verbal Communication
  • 1:50 Nonverbal Communication
  • 2:41 Culture
  • 3:46 In the Classroom
  • 4:31 Lesson Summary
Add to Add to Add to

Want to watch this again later?

Log in or sign up to add this lesson to a Custom Course.

Login or Sign up


Recommended Lessons and Courses for You

Lesson Transcript
Instructor: Kerry Gray

Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.

There is often a mismatch between the intentions of a speaker and the perceptions of a listener. In this lesson, we will look at ways that verbal and nonverbal communication convey thoughts, and how they may function in a classroom setting.


There are a variety of ways that teachers and students communicate with one another. Verbal communication is the use of words to convey meaning. However, nonverbal communication, which includes all aspects of body language, is more than half of all perceived communication according to researcher Albert Mehrabian. Let's look at the ways that students and teachers communicate with one another in the classroom.

Verbal Communication

Verbal communication is more than the words that are said. Verbal signals are received in different ways depending on tone, stress, and voice inflection. Vocal tone is used to convey the emotions of the speaker but can often be misinterpreted. People with loud voices and direct language are often perceived as having a negative tone that was not intended. For example, Sarah may misread that Christopher is angry with her because Christopher has a loud voice.

Vocal stress emphasizes a word or words in a sentence to express meaning. For example, 'I did not tell you to complete the written portion of the assignment,' with the emphasis on the word 'I' is perceived differently from saying, 'I did not tell you to complete the written portion of the assignment,' with the emphasis on the word 'written.' In the first sentence, it sounds like the speaker is defending that the message did not come from him, while the second sentence sounds like the speaker asked the listener to complete a different part of the assignment.

Vocal inflection is a change of pitch or tone to express meaning. For example, if someone asks a question and you say, 'no,' with a downward inflection, it sounds commanding. However, if you say, 'no' with an upward inflection, it sounds as if you're asking a question and may inspire debate.

To unlock this lesson you must be a Member.
Create your account

Register to view this lesson

Are you a student or a teacher?

Unlock Your Education

See for yourself why 30 million people use

Become a member and start learning now.
Become a Member  Back
What teachers are saying about
Try it risk-free for 30 days

Earning College Credit

Did you know… We have over 160 college courses that prepare you to earn credit by exam that is accepted by over 1,500 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level.

To learn more, visit our Earning Credit Page

Transferring credit to the school of your choice

Not sure what college you want to attend yet? has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you.

Create an account to start this course today
Try it risk-free for 30 days!
Create An Account