How to Teach Non-Manual Markers & Facial Expressions Effectively in the ASL Classroom

If you teach American Sign Language, you already know one of the biggest hurdles students face: becoming comfortable using their faces and bodies as part of the grammar. Non-manual markers (NMMs), such as eyebrow position, head tilt, mouth morphemes, and body shifts, convey essential meaning. But for many students, especially beginners, expressive signing can feel awkward and intimidating.

The good news? You can teach NMMs in ways that feel natural, fun, and low-pressure. With intentional practice, scaffolding, and supportive grading, students build confidence quickly and begin using non-manual signals the way they’re meant to be used: as a core part of ASL grammar, not as an “extra” detail.

Below are strategies you can start using today, along with guidance on assessing NMMs at both novice and intermediate levels.

Why Non-Manual Markers Matter

ASL is a visual language, and NMMs help convey:

• Grammar (questions, negation, conditionals, topicalization)
• Emphasis on specific words (WOW!, NOT-YET, FINISH)
• Emotions (confusion, excitement, fear)
• Adverbial information (quickly, carelessly, recently, with effort)
• Role-shift clarity

If students learn vocabulary without NMMs, they are communicating only partial information. They could be leaving out crucial information. But I don’t have to tell you this, as an ASL instructor, you have seen this over and over. Was it a question or was it a statement? Was it a negation or do you really like spiders and pimples? Without the NMMs we may never know.

Fun, Low-Stress Strategies to Teach Non-Manual Markers

1. “Mirror & Match” Warm-Ups

Use 3–5 minutes at the start of class for facial expression warm-ups.

• Show a picture or GIF of a face expressing a feeling or grammatical marker (e.g., raised eyebrows for yes/no question).
• Students mirror the expression silently.
• Kick it up a notch: students create a matching short phrase or sign.

This normalizes expressive signing and gets everyone moving. Hint: this also makes a great brain break.

2. Emoji Non-Manual Charades

Give groups sets of emoji cards. They draw one and must:

1. Reproduce the emoji expression with facial grammar
2. Sign a simple sentence or short dialogue using that NMM

Great for:

• Emotions
• Adverbs
• “WOW,” “OO,” “CHA,” “MMM,” etc.

3. Sentence Surgery

Give students a series of signed, recorded sentences without NMMs (via video or live model). In partners, they must add:

• Appropriate mouth morphemes
• Eyebrow movement
• Head and body shifts
• Intonation (via NMMs)

In other words, they must correct the sentences or perform surgery. Students compare their versions and discuss which NMMs changed the meaning.

4. NMM Stations

Set up stations, each focusing on a different grammatical function:

• WH-question eyebrows
• Yes/No eyebrows
• Negation
• Conditionals
• Topic-comment structure
• Role shift

Students rotate, signing mini-prompts at each station to practice the skill. It breaks the monotony and builds muscle memory.

5. Video Reaction Booth

Set up a simple iPad or Chromebook “recording booth.”

Students:

1. Record themselves signing short prompts involving NMMs.
2. Watch their clip.
3. Self-evaluate using a simple checklist.
4. Re-record for improvement.

This builds confidence and encourages reflection before you ever grade them. Hint: Use this as a peer review activity.

6. NMM Freeze Game

You sign short sentences incorporating strong non-manual markers. Students sign along and FREEZE whenever you call “STOP!”
They must hold their facial expression and body position exactly.

This builds awareness and is incredibly fun (and often hilarious).

7. Clips & Compare

Play short clips of native signers (e.g., CODA creators, ASL vloggers, Deaf content creators).
Students identify:

• Which NMMs are being used
• How they change the meaning
• When the signer shifts roles

Then they try replicating the expression in a low-pressure way. Analyzing native signers really helps increase students’ understanding of NMMs.

My Favorite Tool for Practicing Facial Expressions: ASL How to Express Emotions Activity Packet

One of my absolute go-to resources for teaching non-manual markers (especially facial expressions) is the “ASL How to Express Emotions – Vocabulary and Facial Expression Activity” from Teachers Pay Teachers. This activity packet packs a lot of value into helping students become more aware of how facial grammar feels and works. It makes practicing fun, and students love to join in.

Here’s how I use it in class — and why it’s so powerful for building NMM confidence.

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Why I Love It

• It’s specifically designed to help students link emotion vocabulary with facial expression, which is often one of the biggest struggles: hearing students know the sign for “happy” or “sad,” but don’t always know how their face needs to reflect that. With this packet, students get guided, scaffolded practice.
• The activities are diverse — not just worksheets. There are six distinct tasks, so you can pick and choose based on your class, time, and student needs.
• It is low-stress, and this helps reduce anxiety, so students don’t fear practicing making the “funny faces” or using expressions to communicate in smaller groups.

Grab your packet today and start practicing!

How to Grade Non-Manual Markers Without Being Punitive

Grades should:

• Encourage growth
• Reward effort
• Reflect developmental stages
• Avoid penalizing students for not yet mastering native-like expressions (this will not come until much later in the learning process)

Below are examples of how to evaluate NMMs at the Novice and Intermediate levels.

Novice Level: What “Success” Looks Like

At the novice stage, students are still building comfort. Your rubric should measure:

• Attempt, not perfection
• Awareness, not mastery
• Consistency, not fluency

Novice-Friendly Rubric Language (Non-Punitive)

4 – Emerging Use

• Student attempts NMMs consistently.
• Facial grammar sometimes matches meaning.
• Shows increased or improved comfort with expressive features.

3 – Developing

• Student includes some NMMs with prompts.
• May need reminders to use NMMs.
• Accuracy is beginning to improve.

2 – Beginning

• Student uses NMMs occasionally but is still unsure.
• Understanding of NMM purpose is developing.

1 – Needs Support

• Student rarely uses NMMs, even with reminders.
• Provide targeted reteaching or practice. Work with a peer tutor or go to tutoring.

Important Note:
For novice learners, a “1” is a signal for intervention—not a penalty. Allow redo attempts.

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Intermediate Level: What “Success” Looks Like

Intermediate students should begin using NMMs with:

• Greater accuracy
• More consistent grammar
• Spontaneous use

Intermediate Rubric Language (Supportive + Growth-Oriented)

4 – Consistent & Meaningful

• NMMs consistently match grammar and meaning.
• Student uses a variety of facial cues.
• Shows strong comprehension of ASL structure.

3 – Mostly Accurate

• NMMs are used in most required contexts.
• Minor errors do not impact meaning.

2 – Inconsistent

• Sometimes forgets NMMs.
• Accuracy varies but student is improving.

1 – Emerging

• Student attempts NMMs but grammar connection isn’t yet clear.
• Encourage practice. Option to redo for an improved grade.

Tips for Keeping Grading Fair & Encouraging

• Give practice before assessment (scaffold, warm-ups, modeling).
• Allow retakes for any expressive assignment.
• Focus feedback on one or two NMM types at a time. Don’t overload.
• Use video assessment so students can review themselves. Try to incorporate self, peer,a dn teacher review.
• Praise effort publicly, correct quietly to build confidence.
• Always explain why each NMM matters in meaning.

Final Thoughts

Teaching non-manual markers doesn’t have to feel intimidating—for you or your students. When we normalize expressive signing, build fun practice into daily routines, and assess skills in a supportive way, students quickly learn that NMMs aren’t optional—they’re essential to ASL.

By making learning playful, predictable, and non-punitive, we help students grow into confident, expressive signers who understand the beauty and grammar of the language.

If you try any of these activities, tag @CreativeASLTeaching—I’d love to see your students shine!

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