Improving the Teacher's Awareness of Nonverbal Communication in the Classroom.
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| Title: | Improving the Teacher's Awareness of Nonverbal Communication in the Classroom. |
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| Authors: | Kachur, Donald |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 1977 |
| Document Type: | Speeches/Meeting Papers |
| Descriptors: | Affective Behavior, Body Language, Classroom Communication, Classroom Environment, Classroom Observation Techniques, Interaction Process Analysis, Nonverbal Communication, Performance Factors, Responses, Student Behavior, Student Teacher Relationship, Teacher Behavior |
| Abstract: | The emphasis in this paper is on developing teacher awareness of how nonverbal communication fits into the classroom setting. Various positive and negative aspects of this phase of communication in the classroom are explored. A classroom teacher is observed closely by students every day, and her/his attitude, feelings, mood or state of mind, communicated nonverbally, are interpreted and reacted to by the class. Positive feelings, such as enthusiasm, happiness, and interest are conveyed easily by the teacher's posture, facial expressions and movements. A teacher's concern for, and acceptance of, students can create a classroom atmosphere that will encourage similar positive feelings in students. Negative attitudes, prejudices, and biases are also clearly disclosed nonverbally. Teachers, also, read the nonverbal communications coming from students. Comprehension, understanding, interest, and involvement as opposed to puzzlement, misunderstanding, boredom, and withdrawal can have an extremely important influence upon the teacher's decisions in regard to possible changes in strategy in presenting classroom material. Nonverbal behaviors indicating possible disciplinary problems arising can be clearly read by a teacher. Fully comprehending the effect of both verbal and nonverbal behavior upon the quality of learning that occurs in the classroom enables a teacher to promote a desirable teaching-learning process and closer teacher-student relationships. (JD) |
| Notes: | Paper presented at the Annual Meeting, Association of Teacher Educators (57th, Atlanta, Georgia, February 2-5, 1977) |
| Journal Code: | RIEJUL1977 |
| Entry Date: | 1977 |
| Accession Number: | ED135777 |
| Database: | ERIC |
| Abstract: | The emphasis in this paper is on developing teacher awareness of how nonverbal communication fits into the classroom setting. Various positive and negative aspects of this phase of communication in the classroom are explored. A classroom teacher is observed closely by students every day, and her/his attitude, feelings, mood or state of mind, communicated nonverbally, are interpreted and reacted to by the class. Positive feelings, such as enthusiasm, happiness, and interest are conveyed easily by the teacher's posture, facial expressions and movements. A teacher's concern for, and acceptance of, students can create a classroom atmosphere that will encourage similar positive feelings in students. Negative attitudes, prejudices, and biases are also clearly disclosed nonverbally. Teachers, also, read the nonverbal communications coming from students. Comprehension, understanding, interest, and involvement as opposed to puzzlement, misunderstanding, boredom, and withdrawal can have an extremely important influence upon the teacher's decisions in regard to possible changes in strategy in presenting classroom material. Nonverbal behaviors indicating possible disciplinary problems arising can be clearly read by a teacher. Fully comprehending the effect of both verbal and nonverbal behavior upon the quality of learning that occurs in the classroom enables a teacher to promote a desirable teaching-learning process and closer teacher-student relationships. (JD) |
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