MODULE 12
BODY LANGUAGE TRAINING
Weeks 23 and 24
Students will write their interpretation of the theme/main idea of the illustration and what may be any hidden message(s) as they apply to bullying.
“BODY LANGUAGE” – Poem
Kids, your body language says a lot about you.
It tells the world if you have confidence or not in almost everything you do.
If your shoulders are drooping and you appear to always be looking at the ground,
A bully will surely see your poor body language, and quickly decide you’re the perfect kid to hound.
You must stand tall, walk with your chin up and shoulders back. You’ll be telling the world you are a kid that is alert and aware.
The bully will take one long look at you and hopefully, quickly conclude you’re not someone to be picked on at all. The best choice for the bully will be to move on elsewhere.
Be proud of who you are each and every day and display it from head to toe.
Your good body language will be a powerful tool for you have and use. It may be all you need to prevent the bully from coming anywhere close.
Al Johnson
Remind students: Select your favorite words or phrases in the poem. Copy them onto your “My Favorites” at the end of your workbook! Practice repeating them over and over again, so you are ready to confidently respond to a bully.
“BODY LANGUAGE” VOCABULARY – Discuss the meanings of the following words/phrases, and how they are used in the stanzas of the poem for a clear understanding of the Theme/Main Idea of the poem:
- Drooping
- Hound
- Keenly
- Conclude
- Display
- Prevent
The following activity is not listed in the Student Workbook:
After reading the poem and going over the vocabulary words, students are instructed to give their interpretation of the “Body Language Training” poem, stanza by stanza. The stanzas are numbered in the poem on page 89 of their Workbook.
On a separate piece of paper, students are to list the number of the stanza, and then write the stanza in their own words. They are to turn it in to you upon completion, for grading.
INSPECTION ACTIVITY (Body Language)
- From their seats, students stand in a normal standing position. Students will have no clue as to what is about to take place.
- Go around the room and hold a VISUAL INSPECTION on each student. (Much like a military inspection)
- This should be done one student at a time, as you stand directly in front of each student, (about 15 seconds at the most) looking the student up and down from head to toe, giving no facial clues.
DO NOT speak with the student in any way during the INSPECTION.
If you tap a student on the shoulder, he or she is to immediately sit down in a cross-leg position. If more feasible, have students sit in their seats instead.
If a student is not individually tapped on the shoulder, they are TO REMAIN STANDING.
The students will continue to have no clue as to why they are standing or sitting.
You are looking at each student’s BODY LANGUAGE during the INDIVIDUAL INSPECTION.
Determine if the Student’s Body Language is poor, needs improving, or just simply not good.
Students displaying body language of any of the three mentioned above (poor, needs improving, or simply not good) will be instructed to remain standing.
- If a student’s body language is excellent or good, they will be told to sit.
- The entire class remains unaware of the purpose of this training. (This is intentional.)
- Do not embarrass the student(s) who are instructed to remain standing.
- Instead, say something along the lines of:
“Those of you who are still standing are probably wondering why. I will explain shortly.” At this point, students that remained standing after inspection, are now told to please have a seat.
Explain to students:
I was taking a close look at your BODY LANGUAGE which sends out messages about demeanor, confidence, and overall appearance.
Have Students Repeat vocally 2 or 3 times with Conviction the words:
Body Language – Body Language – Body Language
Continue: Those of you I instructed to sit during the inspection: Your body language was good; a few of you had EXCELLENT BODY LANGUAGE
- Point these students out for the class. (If you observed excellent body language)
- Have them stand again for the class to see their Excellent Body Language, and also have those with good body language stand up.
- Explain to the class as these students are standing why the students are demonstrating good or excellent body language. (e.g., shoulders back, confident facial expression, chest out, chin up, and body erect.)
All students now sit.
This exercise is NOT TO CRITICIZE those of you who were left standing, so don’t be embarrassed or feel bad when I say this:
You were left standing because your BODY LANGUAGE WAS NOT as STRONG and CONFIDENT as it needs or should be. But we will correct that.
In fact, we will improve everyone’s body language. This will give you another effective tool to prevent becoming a victim of bullying. A STRONG and CONFIDENT-LOOKING BODY LANGUAGE could prevent a bully from ever approaching you.
BODY LANGUAGE is VERY important. It might make a difference in whether or not a bully approaches you!
On Video: Al Johnson was at a police station watching as a middle-aged man was being interrogated. The man had been in and out of jail most of his life for committing crimes against students. (This is Body Language related.)
On Video: Al Johnson strolling through the mall while being watched (unknowingly) by a lady in the mall and what she said to him as he came near her (Body Language related)
