Verbal (external) Processors in the Classroom Bursting Barriers in Education www.burstingbarriers.com
“Verbal processors speak to clarify thoughts. Non-verbal processors think before they speak.” —holtfan
Each person has an individualized way of synthesizing learning. How people process information can categorize a person as an internal (non-verbal) or an external (verbal) processor. Internal processors tend to get quiet and think through decisions in their head while external processors talk through the learning process. Here are ways to identify and support verbal processors in the classroom.
Characteristics |
Supportive Teacher Response |
Accommodations |
|
talk a LOT in class gain a better understanding by talking through ideas may present as rambling, random thoughts |
need to verbalize to comprehend and synthesize information need the option to talk through content, especially on assessments |
Allow work completion in an alternate setting tests taken in alternate setting |
|
struggle to keep thoughts and feelings to themselves may say whatever pops into their heads |
need access to a good listener who they can trust to not be judgmental or critical plan for where, when, and how verbal processors can access active listener |
break card for when need to verbalize |
|
often come to own conclusion while verbalizing a question in class |
other students most likely have the same question, so call on verbal processors often |
wait time for verbal processing of information |
|
may get frustrated when cannot talk through what is on their mind |
acknowledge hand raising promptly. “Johnny, I will finish the instructions, then you can ask your question.” will alleviate anxiety about when able to verbalize. |
preferential seating -near positive peer role models, close to teacher |
|
easily frustrated by people trying to offer solutions while they are talking through a problem |
interrupting or talking over a student who is verbalizing will result in a lack of trust need to be able to express the emotion before the presenting behavior is corrected address behavior after listening to student Shoot for 5 positives for every negative when giving feedback |
break card with designated break area for when need to verbalize check in/check out for behavioral monitoring positive behavioral supports to introduce and reinforce positive behavioral expectations |
|
often do not realize how they feel about something until they verbalize it |
Ask thoughtful questions instead of offering a quick fix give time to verbally process during decision-making |
|
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may be seen talking out loud to no one in particular |
write or record their thoughts on voice to text mechanism, post-its or pad of paper, voice recorder... helps to talk through the issue and get the ideas out of head |
allow technology for writing assignments allow voice to text for assignments/assessments |
|
may not seem like they are making sense may jump from one thread to another in conversation may ask “Does that make sense?” a lot |
look for patterns while listening: positive, negative, emotional, self-reflection, linear, visual…. can be coached on how to advocate for themselves remind staff and students not at final thoughts yet, processing through ideas |
|
|
may express frustration when decision-making is slow like to have a plan |
group with quick decision-makers whenever possible |
forewarn for changes in schedule give alternative for when decision-making is slow |
|
Possess strong verbal communication skills |
great at brainstorming and should be given this option whenever possible |
voice and choice in assignments and assessments to showcase verbal skills |
