Don’t Talk to Boards : Cues to Understanding and Winning Students’ Hearts

Don’t Talk to Boards: Cues to Understanding and Winning Students’ Heart

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© Human Behaviour Academy 2014

Don’t Talk to Boards

Cues to Understanding and Winning

Students’ Hearts

By

Dr. George and Mr. Vincent

Human Behaviour Academy Ltd

www.hbacademy.org.uk


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Published by Human Behaviour Academy Ltd

6 2 Larch Gardens, Manchester.

E-mail : [email protected] Website : www.hbacademy.org.uk

Copyright © 2014 Human Behaviour Academy Ltd

All rights reserved. No part of this book may be reproduced or used in any form or by

any means, electronic or mechanical, including photocopying, recording, or by an

information storage or retrieval system, whatsoever without prior written permission from

the publisher.

First Edition March 2014

British Library Cataloguing-in-Publication Data

Chee Seng, Leow; Vincent, Leong

Don’t Talk to Boards Cues to Understanding and Winning Students’ Hearts

ISBN

1. Pedagogy 2. Personalities 3. Psychology 4. Non verbal

BF1141.M35


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Table of contents

Chapter One

INTRODUCTION IN NONVERBAL COMMUNICATION 4

IN CLASSROOM

Chapter Two

BODY MOVEMENTS, GESTURES AND POSTURES 7

Chapter three

FACIAL EXPRESSION 9

Chapter Four

EYES 12

Chapter Five

DISTANCE 15

Chapter Six

VOCAL INTONATION AND CUES 18

Chapter Seven

SPACE AND PHYSICAL ENVIRONMENT 21

Chapter Eight

Object 26

Chapter Nine

Dress 29

Chapter Ten

Physical Attractiveness 30

Chapter Eleven

Time 33

Chapter Twelve

Conclusion 35


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Chapter One

INTRODUCTION IN NONVERBAL

COMMUNICATION IN CLASSROOM

Communication in general is process of sending and receiving messages that

enables humans to share knowledge, attitudes, and skills. Although we usually identify

communication with speech, communication is composed of two dimensions - verbal and

nonverbal.

Nonverbal communication has been defined as communication without words. It

includes apparent behaviors such as facial expressions, eyes, touching, and tone of voice,

as well as less obvious messages such as dress, posture and spatial distance between two

or more people.

“Everything communicates,” including material objects, physical space, and time systems.

Although verbal output can be turned off, nonverbal cannot. Even silence speaks.

No matter how one can try, one cannot not communicate. Activity or inactivity, words or

silence all have message value: they influence others and these others, in turn, cannot not

respond to these communications and are thus themselves communicating.

He who has eye to see and ears to hear may convince himself that no mortal can keep a

secret. If his lips are silent, he chatters with his fingertips; betrayal oozes out of him at

every pore.

Commonly, nonverbal communication is learned shortly after birth and practiced and

refined throughout a person’s lifetime. Children first learn nonverbal expressions by

watching and imitating, much as they learn verbal skills.

Young children know far more than they can verbalize and are generally more adept at

reading nonverbal cues than adults are because of their limited verbal skills and their

recent reliance on the nonverbal to communicate. As children develop verbal skills,

nonverbal channels of communication do not cease to exist although become entwined in

the total communication process.

Humans use nonverbal communication because:

1. Words have limitations: There are numerous areas where nonverbal

communication is more effective than verbal (when explain the shape, directions,

personalities are expressed nonverbally)

2. Nonverbal signal are powerful: Nonverbal cues primary express inner feelings

(verbal messages deal basically with outside world).

3. Nonverbal message are likely to be more genuine: because nonverbal behaviors

cannot be controlled as easily as spoken words.

4. Nonverbal signals can express feelings inappropriate to state: Social etiquette

limits what can be said, but nonverbal cues can communicate thoughts.


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5. A separate communication channel is necessary to help send complex messages:

A speaker can add enormously to the complexity of the verbal message through

simple nonverbal signals.

Researches in communication suggest that many

more feelings and intentions are sent and received

nonverbally than verbally. Mehrabian and

Wienerfollowing suggested that only 7% of message

is sent through words, with remaining 93% sent

nonverbal expressions (depending on author, verbal

part goes up to 35%).


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Nonverbal communication in classroom

Nonverbal communication is also a critical aspect of interpersonal communication in the

classroom. The most credible messages teachers generate, as communication sources are

nonverbal.

Galloway views educators as “multi-sensory organisms who only occasionally talk.”

Balzer reported that approximately 75% of classroom management behavior was

nonverbal.

Smith noted that teachers’ nonverbal behaviors are for students signs of the psychological

state of the teacher.

Rosenthal and Jacobson’s “Teacher Expectations for the Disadvantaged” suggested that,

through nonverbal behavior, teachers’ expectations for the progress of their students

become self-fulfilling prophecies.

Many of the cues students use to make judgments about teacher’s competence or

characters are obtained by observing the teacher’s nonverbal behavior.

From my own experience, as a student and as a teacher, I know that there is

variety of nonverbal signals emitted from teacher in classroom which to deepest levels

influence classroom atmosphere, students moods, perception, learning and eventually

attitudes towards knowledge and school generally.

On the other hand teacher has powerful tool to identify what is actually going on

with his class in general and each individual per se, without any word being said.

This is extremely important in lecture like classes when teacher is primarily

supposed to talk.

Verbal signals (in direct communication) are never so powerful.

Yet, nonverbal signals are much more difficult to capture, describe and rationally

explain because we necessarily have to use words to do that and words are not enough

fine and precise tool for this (similar as they are not for describing pictures).

So one who wants to learn how to control nonverbal signals and behavior in order

to teach more effectively finds many difficulties on this way.

Besides problem with describing those behaviors, there is cultural problem with

interpreting them, can be amazingly quick and subtle, most often are unconscious, but

most importantly - they are valid only if genuine.

Here we have blessing and curse of nonverbal signalization. We cannot pretend it

but we can really change our attitudes and feelings in the way we would like them to be.

This is real developing challenge.

But certainly there are things, which can be described and analyzed in this sense,

and which can greatly add to our understanding of NVS.

Nonverbal communication in the classroom occurs with distance, physical environment,

facial expression, vocal cues, body movements and gestures, touch, time, physical

attractiveness, and dress. Each will be separately discussed.


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Chapter Two

BODY MOVEMENTS, GESTURES AND POSTURES

Movements and gestures by the hands, arms, legs, and other parts of the body and face

are the most pervasive types of nonverbal messages and the most difficult to control. It is

estimated that there are over 200.000 physical signs capable of stimulating meaning in

another person (some social scientists state even 700.000). For example, there are 23

distinct eyebrow movements, each capable of stimulating a different meaning.

Humans express attitudes toward themselves and vividly through body motions and

posture. Bodies movements elucidate true messages about feeling that cannot be masked.

Because such avenues of communication are visual, they travel much farther than spoken

words and are unaffected by the presence of noise that interrupt, or cancels out speech.

People communicate by the way they walk, stand, and sit. We tend to be more relaxed

with friends or when addressing those of lower status.

Body orientation also indicates status or liking of the other individual. More direct

orientation is related to a more positive attitude.

Body movements and postures alone have no exact meaning, but they can greatly support

or reject the spoken word. It these two means of communication are dichotomized and

contradict each other, some result will be a disordered image and most often the

nonverbal will dominate.

Body movement and gesture in the classroom

The variety of ways in which teacher and students walk, stand, or sit can all affect

interpersonal perception. The teacher who slouches or twitches when talking to students

is not likely to be perceived as a composed person. Conversely, the teacher who always

appears unruffled regardless of the circumstances is likely to be perceived as cold and

withdrawn.

Body postures and movements are frequently indicators of self-confidence, energy,

fatigue, or status. In the classroom, students keen to receive body message of enthusiasm

or boredom about the subject matter being taught can sense confidence or frustration

from the unconscious behaviors of teachers.


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Observant teachers can also tell when students understand the content presented or when

they have trouble grasping the major concepts. A student who is slouching in his seat

sends a very different message than the student who learns forward or sits erect.

Gestures

Cognitively, gestures operate to clarify, contradict, or replace verbal messages. Gestures

also serve an important function with regard to regulating the flow of conversation. For

example, if a student is talking in class, single nods of the head from the teacher will

likely cause that student to continue and perhaps elaborate.

“I hope he would make

up something good now”

“What a …!

And I have to stand behind him?!?”

“No, no. You misunderstood.”

Posture

Postures as well as gestures are used to indicate attitudes, status, affective moods,

approval, deception, warmth, and other variables related to classroom interaction.

Ekman and Friesen (1967) have suggested that posture conveys gross or overall affect

(liking), while specific emotions are communicated by more discreet, facial and body

movements.


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Chapter three

FACIAL EXPRESSION The saying “A picture is worth a thousand words” well describes the meaning of facial

expression. Facial appearance - including wrinkles, muscle tone, skin coloration, and eye

color-offers enduring cues that reveal information about age, sex, race, ethnic origin, and

status.

Varieties of expressions

A less permanent second set of facial cues-including length of hair, hairstyle, cleanliness,

and facial hair-relate to an individual’s idea of beauty.

A third group of facial markers are momentary expressions that signal that cause changes

in the forehead, eyebrows, eyelids, cheeks, nose, lips, and chin, such as raising the

eyebrows, wrinkling the brow, curling the lip.

Some facial expressions are readily visible, while others are fleeting. Both types can

positively or negatively reinforce the spoken word and convey cues concerning emotions

and attitude.

Next to words the human face is the primary source of information for determining an

individual’s internal feelings.


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Face talks

Facial expressions may be unintentional or intentional.

The facial expression for fear is an example of an involuntary gesture - people generally

do not think of how to move facial muscles when truly frightened.

Facial expressions can also be voluntary, as when an individual wants deliberately to hide

feelings for different reasons

.

Often people try to hide feelings and emotions behind masks. The frown, jutting chin,

raise eyebrow, open mouth, and sneer are facial expressions that can betray and

ultimately broadcast deception. All humans are capable of faking a happy or a sad face, a

smile or a frown. I found interesting statement that the timing gives them away. They

cannot determine how long to keep it or how quickly to let it go. Makes sense.

How much can we fake?

Facial expression in the classroom

All people and thus certainly teachers and students use facial expressions to form

impressions of another. A cold hard stare has long been in the repertoire of teacher’s

weapons. Similarly, a smile can be useful tool in reinforcing desired student behaviors

(this time in affirmative way).

A teacher can also use student’s facial expressions as valuable sources of feedback.

When, for example, delivering a lecture, a teacher should use student’s expressions to

determine whether or not to slow down, speed up, or in some other way modify his

presentation.


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Facial expression involves some of the smallest body movements, but its impact in the

classroom may be greater than any other body language the teacher exhibits. The teacher

probably communicates more accidentally by his or her facial expression than by any

other means.

Scientists who study facial expression refer to “micro-momentary movements,” changes

in expression that constantly occur in all human communicators and are usually so

fleeting that it requires highly technical photography to be able to isolate them for study.

However, as quickly as they pass across a person’s face, they are picked up by other

people and produce responses.

This is the reason why, soon after taking nonverbal communication for final project I

realized that I am in trouble .

When teachers are responding to students, these changes in facial expression can serve as

reinforces to the student or as non-reinforcers. Unfortunately, the teacher normaly has

very little control over such micro-momentary movements, but should be able to control

more long-lasting expressions, such as smiles or frowns.

“How many birds in seven soft-boiled eggs?”

Smiles and grimace can therefore still be very effectively used in the classroom. But

according researches, more commonly, teachers simply respond to the student without

thinking what their nonverbal physical response may be communicating.

Often a teacher does not want to communicate what he or she is thinking to the student.

While the teacher may not say that, his or her facial expression may communicate it very

clearly.


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Chapter Four

EYES

The most dominant and reliable features of the face, the eyes, provide a constant channel

of communication. They can be shifty and evasive; convey hate, fear, and guilt; or

express confidence, love, and support.

Referred to as “mirrors of the soul,” the eye serve as the major decision factor in

interpreting the spoken words.

The eyes of the man converse as much as their tongues, with the advantage that the

ocular dialect needs no dictionary, but is understood, all the world over. When the eye

say one thing, and the tongue another, a practiced man relies on eye.

Except for extremely shy individuals, most people look for social acceptance by studying

the eyes of others.

Eyes also can accurately indicate a positive or a negative relationship. People tend to look

longer and more often at those, whom they trust, respect and care about than at those

whom they doubt or dislike.

Researches show that a speaker who looks at an audience is perceived as

Much more

Favorable

Confident

Credible

Qualified

Honest

And less

Formal

Nervous


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than the same person delivering the identical message while avoiding eye contact.

Normal eye dilation is not under control of the individual. But when looking at something

pleasing, an individual’s pupil will measurably dilate; when viewing something displeasing,

the pupils will constrict.

Personally characteristics such as introversion and extroversion also influence eye behavior.

Eye behavior in the classroom

Eye behavior seems to be particular importance and is generally used to indicate whether one

is open to communication. This can be observed when a teacher asks the class a question:

students who think they know the answer will generally look the teacher, while students who

do not will usually try to avoid eye contact.

Visual contact with the instructor appears related to student’s comprehension. Jecker,

Maccoby, and Breitrose isolated visual cues given by students which seemed associated with

comprehension of lecture content and reported that teachers trained to recognize such cues

became more accurate in their judgment of student comprehension that did untrained teachers.

The results of a study by Breed, Christiansen, and Larson suggest that visual contact with the

instructor increases attentiveness, which in turn makes for better grades. Students in group

who were looked at almost continuously by lecturer received higher quiz scores.

Exline (1971) reports that, in responses to a questionnaire, college students said they thought

that they would be more comfortable with another who, when speaking, listening, and sharing

mutual silence, looked at them 50% of time as opposed to 100% of the time or not at all.

I believe that only very self-confident, knowledgeable and attentive students will prefer 100%

of eye contact time. Nobody is in this mood all the time and many are never. On the other

hand 0% of time of eye contact would mean that speaker has great deal of trouble with self-

confidence, knowledge or care for students.

This explains this result of 50% and it is the valuable information for teacher.

Eye contact is often used to control an interpersonal interaction. When people do not wish to

be interrupted, they will often glance away and continue talking.

When they wish the other person to speak, they will pause, making direct eye contact.

Teachers often use eye contact in the classroom to decide who is prepared to answer a

question, or who was completed a homework assignment.

One interesting information to be aware of.

Eye contact is often used as an indicant of whether or not a person is laying. The stereotype is

that a dishonest person will not look you in the eye.

Many teachers who suspect a student is cheating on a test may, in the absence of other

evidence, decide a student is lying because the student fails to look them in the eye when

answering a direct question about the test. Unfortunately, there seems to be little validity to

this theory. Research has actually found the reverse to be true-people who are lying are more

likely to look the other person directly the eye, probably as a conscious response to the

stereotype.


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Teachers can have individual eye contact with every student in the classroom through eye

contact. Attitudes of intimacy, aloofness, concern, or indifference can be inferred by the way

a teacher looks or avoids looking at a student.

Most experienced teachers are aware when students are bored with the subject matter being

presented. Students’ eyes often signal listening and nonlistening behaviors, thus transmitting

subtle messages about their lack of attentiveness.

Students’ who are constantly looking at the wall clock rather than watching and listening to

the teacher may be indicating the need for a break, the dullness of the content, or a lack of

teacher motivation and preparation.

In any case, observation of eye behavior can be used in evaluating teacher and student

performance.


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Chapter Five

DISTANCE

Horizontal distance Schwebal and Cherlin found that elementary school children seated in the front row were

attentive and were evaluated more positively by their teachers than were students who sat in

the middle and back rows.

Edward T. Hall’s categories can lend insight. Hall (1966) specifies four distance zones which

are commonly observed by North Americans.

1. Intimate distance - from actual touching to eighteen inches. This zone is reserved for

those with whom one is intimate. At this distance the physical presence of another is

overwhelming. Teachers who violate students’ intimate space are likely to be perceived

as intruders.

2. Personal distance from eighteen inches to four feet. This is the distance of interaction

of good friends. This would also seem to be most appropriate distance for teacher and

student to discuss personal affairs such as grades, conduct, private problems, etc.

Appropriate distance depends on many factors

3. Social distance exists from four to twelve feet. It seems to be an appropriate distance

for casual friends and acquaintances to interact.

4. Public distance outward from twelve feet a speaker becomes formal. Classes of

teachers who maintain this distance between themselves and their students are generally

formal, and some students may feel that the teacher is cold and distant.

Hall’s system for the categorization of distance can constructively be used to lend insight into

the nature of various student-teacher interactions. It should be noted, however, that

appropriate distance is determined by a myriad of variables including the situation, the nature

of the relationship, the topic of conversation, and the physical constraints which are present.


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Vertical distance The vertical distance between communicators is often indicative of the degree of dominance

a sub ordinance in the relationship. People are affected by literally looking up at or looking

down on another person.

The implications are that vertical distance can be used by teachers both as a tool and as a

weapon. Teachers, and especially those who work with small children, should realize that

students will interact more comfortably with a teacher when they are in same vertical plane.

Used in this way, an understanding of vertical distance can become a tool for improved

teacher-student communication. On the other hand, the disciplinarian can put this information

to use in order to gain psychological advantage over an unruly student.


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TOUCH Even a handshake tells much about an individual’s character. The human skin has hundreds

of thousands of submicroscopic nerve endings, serving as tactual receptors and detecting

pressure, temperature, texture, pain, stroking, tickling.

Parents transmit feelings to an infant physically, not verbally.

In most human relationships, touching cab give encouragement, express tenderness, and show

emotional support.

In general, the meaning of touching depends of the situation, culture, sex, and age.

Workers in hospitals and nursing homes have long been aware of the therapeutic value of a

sympathetic touch. There are empirical supports for this.

Tactile communication can serve useful function in the classroom situation but it also

becomes a delicate matter.

Since teachers are considered superiors in the classroom, they often initiate touching

behaviors. Teacher judgment is the best indicator. A teacher who grabs the arm or shoulder of

an unruly student enters the student’s space uninvited.

Aside from embarrassment, the student may develop other negative feelings toward the

teacher.

More positively, however, touching can also be used as a reinforcer.

At times, a teacher can develop a close relationship with students by invading their space. A

simple pat on the back for a job well done is a much used and usually accepted from praise.

There is also some limited evidence that touching behaviors can actually increase learning.

One recent investigation (Kleinfeld) has shown that teachers employed such behaviors as

smiling, touching, and close body distance, small children “tended to learn significantly

more.”

As children grow older, however, these touching behaviors become less appropriate.

Touch has different impacts in the classroom depending on the age and sex of the students.

Still, with older students, hand shaking and an occasional pat on the back could prove

effective.

Four younger children in the lower primary grades, touch plays an important development

role. It can communicate a sense of belonging, security, and understanding to the child.

Conversely, when a teacher withholds touch, a child may feel isolated and rejected, which

can lead to the acquisition of negative attitudes toward school.

Children in the lower elementary grades also have a strong need to touch things around them.

They learn this way about environment. It is not uncommon for small children to wish to

touch the teacher’s clothing or hair. They will also touch one another a lot. The teacher must

be very careful to interpret children’s touching behavior on the basis of adult touching norms.


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While certain general norms govern touching behavior in the North American culture,

considerable differences exist among ethnic groups. The teacher must recognize that these

are set cultural variations and should be viewed in that light.

Although the use of touch as a reward is appropriate in the elementary school as children

move into junior and senior high school, changes occur that require an alteration of teacher

behavior. Awakening sexual interest in adolescents results in adaptation to adult to touch

terms.

The use of the touch as a reward at this stage may be greatly misinterpreted, particularly by

other people who observe the touch. Most male teachers of junior and high school students

soon recognize that it is highly inappropriate to touch female students under almost any

circumstance.


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CHAPTER SIX

VOCAL INTONATION AND CUES

The proverb “It is not what we say that counts, but how we say it” reflect the meaning of

vocal intonation.

An unconscious bias of the listening public is a widespread positive prejudice in favor of man

with low, deep voices with resonant tones, such as those qualities possessed by most male

newscasters. Studies have also reported the use of vocal cues as accurate indicators of overall

appearance, body type, height, and race, education, and dialect region.

Paralinguistic cues often reveal emotional conditions. Difference in loudness, pitch, timbre,

rate, inflection, rhythm, and enunciation all relate to the expression of various emotions.

Experimental findings suggest that active feelings, such as rage, are exemplified vocally by

high pitch, fast pace, and blaring sound. The more passive feelings, such as despair, ate

portrayed by low pitch, retarded pace, and resonant sound. In addition, stress is often

vocalized by higher pitch and words uttered at a greater rate than normal. The reverse (lower

pitch, slower word pace) is likely during depression.

We are generally aware of some of the common uses of vocal cues. People indicate the ends

of declarative sentences by lowering voice pitch and the ends of questions by raising it. The

vocal message can contradict the verbal one and, when done consciously, is considered an

indication of sarcasm. Vocal cues play a prominent part in people’s determination of whether

or not someone is laying to them.

Mehrabian in his research concluded that listeners’ perception of the attitude of a speaker

were influenced 7% by the verbal message and 38% by the vocal tones which were used.

Same words or phases can have many different meanings, depending on how they are said.

For example, analyze the phrase “Thank you.” If uttered sincerely, it generally means an

expression of gratitude; if intoned sarcastically, it can insinuate an entirely opposite intention.

Vocal cues in classroom

This powerful nonverbal tool can readily affect student participation. Generally, to correct

answers the teacher respond with positive verbal reinforcement enhanced by vocal pitch or

tone, expressing the acceptance and liking of the students’ answer (often accompanied by a

smile or other forms of nonverbal approval).

Opposite is the case when teacher do not like the response (or behavior in the same way).

Some early studies, found that large variations of rate, force, pitch, and quality produced

higher levels of retention than did messages delivered without these variations.

For example “mono-pitch” reduces comprehension for both prose and poetry when compared

with “good intonation”.


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There is distinction between a child’s and adult’s response to nonverbal behavior, particularly

in terms of nonverbal vocal behavior. While the adult will almost universally accept the

nonverbal vocal behavior as the correct cue when vocal behavior and verbal behavior are in

conflict, young children often operate in the reverse manner.

Therefore for the small child, conflicting verbal and nonverbal messages will cause

considerable trouble. One of the best examples of this is the use of satire, which is for this

reason generally inappropriate means of communication with small children.

Vocal behavior is also capable of arousing stereotypes about either a teacher or a student. For

example, a teacher who has a very nasal speaking voice is often perceived as having a variety

of undesirable personal and physical characteristics. Female teachers with very tense voices

are often perceived as being younger, feminine, more emotional, easily upset, and less

intelligent. Male teachers with the same vocal characteristics are often perceived as being

older, more unyielding, and cantankerous.

Of course vocal characteristics affect teachers’ perception of students as well, and the

stereotypes noted above can be applied again. Fortunately, as students and teachers get to

know each other better, they are able to overcome some of these stereotypes.

However, in the upper grades and secondary schools, students and teachers my never interact

frequently enough to overcome stereotypic responses based on vocal behavior. Many teachers

would be shocked at students’ imitations of them, often imitation mimicking the teacher’s

vocal pattern. While teachers may be somewhat not always that different.

When teacher does not speak the same accent or dialect as children in his or her classroom, a

conscious or unconscious prejudice may develop from both sides.

While it is certainly true that children who leave their ethnic or regional background in order

to gain employment and acceptance in other areas of the community will have difficulty

because of their accent or dialect, it is also true that most importantly, a child’s speech pattern

is an intrinsic part of the child’s personality and self-image.

Children learn their spec from their parents and the other people in their environment. Their

assumption is that the accent or dialect they have learned is the “correct” one. To fin that

accent or dialect rejected by a teacher and/or the school is usually interpreted by the child as a

personal rejection. Frequently this leads to rejection of self and a lowered self-image and/or a

rejection to teacher and school.


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Chapter Seven SPACE AND PHYSICAL ENVIRONMENT

Research in the area of proxemics, the study of the ways how people use space while

communicating, indicates that the use of space in the classroom can have a major impact on

communication. To understand the impact of space on classroom communication we need to

distinguish between territoriality and personal space.

Territoriality, a trait shared by human beings and lower forms of animal life, is the instinct

to secure space for oneself and to defend that space against potential intruders.

Violations of territory, depending how serious are, will produce different reactions on the part

of the person invaded. From tension and nervousness to, (especially if the situation persists),

verbal or physical aggressive response.

Personal space, unlike territory, has no fixed or semi-fixed geographical position. Personal

space has been likened to an invisible bubble that moves with the individual and may expand

in size or become smaller depending on the given situation.

As human being grow and mature, they increasingly learn to control their responses to

invasion of their personal space. However, small children have not yet learned to do so. They

may respond very negatively to one another, with both verbal and physical aggression,

without being aware of what exactly has produced their behavior.

Teachers must be particularly conscious of this phenomenon, both in the classroom and in

other school environments.

The classroom itself has limited amount of space and the way that space is employed will

certainly affect the kind of communication. We will here see some advantages and

disadvantages of most usual classroom arrangements.

Traditional classroom arrangement

Circles represent students’ seats. People occupying the dark seats will account for a very

large proportion of the total interaction between teacher and the students in this type of


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arrangement. People seating in the gray seats interact some, but much less frequently than

those in the darkened areas and people in the white seats will participate very infrequently, if

at all.

Most common explanations for this variance in participation are that students sitting in the

dark seats have the best visual contact with the teacher and they are in comparatively closer

proximity to the teacher.

But is seems that this is not all. Some students are quite anxious about communicating with

other people, particularly teachers, while other students look forward to such experiences and

seek them.

Shy students generally attempt to avoid interaction in the classroom and thus will gravitate to

the seats depicted in above picture as white areas. Outgoing students, on the other hand, will

tend to take dark seats. Students with moderate communication apprehension are likely to

select gray seats.

Each of these different types of students, therefore, employs space in the classroom

differently if they are given free choice. The question thus arises as to whether the teacher

should permit the students to have free choice.

Research shows that rearranging students (alphabetically or by some other arbitrary method)

does not change anything in terms of participation of particular students

Verbal, low communication - apprehensive students will continue to participate, no matter

where they are seated in such a system and vice versa. This suggests free choice as better

solution.

If the teacher wishes to dominate the interaction in the classroom, the traditional arrangement

is probably the best because students are seated side by side and the primary focal point is the

teacher; thus, most interaction will go from teacher to student and form student to teacher.

Variations of traditional arrangement


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Horseshoe classroom arrangement

(Different colors of seats have same meaning as above)

Classes with fairly small enrollments are often arranged in this fashion. When students are

given free choice of arranging the classroom, this is one of the most popular option. Such an

arrangement provides for each student equivalent visual access to most other students and the

teacher.

Some research suggests that there is more participation in classes arranged in this way.

Students who are at the opposite end of the horseshoe from the teacher, however, are those

most likely to interact, while those at the right and left hand of the teacher are those least

likely to interact.

If the teacher desires that the full-class interaction occur, the horseshoe arrangement may be

the most desirable. This will encourage interaction both among the students and between

students and teacher.

According some research, this arrangement results not only in greater participation, but also

in wider participation than the traditional arrangement.

It also seems safe to say that a teacher is perceived as less intimidating when he is seated in a

circle with the students rather than behind the formal and imposing symbol of his large desk.


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Modular classroom arrangement

This arrangement is particularly desirable for classes requiring interaction among smaller

groups of students. Modular arrangements such as this one tend to increase the amount of

student interaction, but at the same time make interaction with the teacher more difficult.

If very important part of the learning in the class is dependent on student interaction with

other students, the modular arrangement may be preferable. This arrangement permits many

students to be interacting at the same time without interrupting on one another.

Preparing for future

While many other elements will determine the nature of communication in a given teacher’s

classroom, the arrangements of classroom space may have the largest impact.

How can this information be of use to a teacher? A teacher may assume that a student who

sits himself in dark areas wants to be involved.

Teachers should be careful, however, not to play to these students at the expense of the rest of

the class. Students who seat themselves at the back of the room want to maintain maximum


25


distance between themselves and the teacher. The extent to which a teacher will seek to

involve these students is likely to be the result of an individual’s own pedagogical decision.

Some teachers will be content with minimal disruption from the rear, while others will

assume that these are the students who need the most help.

Some teachers may want to arrange student’s desks in a circle or open square configuration.


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Chapter Eight

OBJECTS Environmental research has clearly indicated that communication differs greatly from one

physical environment to another.

The physical environment of the classroom is determined in the large measure by the objects

in that classroom. Some of them are intrinsic for the classroom itself, while others are objects

that the inhabitants bring with them. Such objects may have a significant (either negative or

positive) effect on classroom communication.

Certainly, there is difference

In an interesting study of the impact of environment on communication, students were

randomly assigned to one of two different rooms. One room, known as the “beautiful room,”

was well decorated, and had sufficient but subdued lighting. The room was clean and

attractive. The other room, known as “ugly room,” was devoid of carpeting, was painted in a

drab color, and had brilliant lighting. The room was dirty and cobwebs were noticeable in the

corners. The students were engaged in an interaction task for about a half hour. Subsequently,

they were removed to a third room that was moderately attractive. They than competed

questionnaires indicating how pleasant they found their interaction to have been, whether

they would like to continue interaction with the same people with whom they had been

interacting, and whether they would like to return to the same room for future discussions.

The difference between the two groups were dramatic.

The people in the “beautiful room,” enjoyed their experience, liked the people with they

interacted with, and looked forward to interacting in that environment further. The students

who had been in the “ugly room,” however, did not like the people with whom they

interacted, did not enjoy the task, and did not want to return to that place for future

discussions.

We can walk through almost any school at random and find some classrooms that appear

much more conductive to learning and positive communication between teachers and

students than to other classrooms.

Unfortunately, many of the classroom with which teachers must cope more closely fit the

description of the “ugly room.” And to change this we do not have to build a new school!


27


“Would anybody mind if I add one picture on the wall?”

The teacher can do a great deal to overcome the negative elements of the environment, which

can adversely affect communication. However, many teachers seem to be totally unaware of

the problem, or have simply given up to it.

If the room have movable chairs, it is easy to arrange them so that students do not have to

cope with excessive glare from outside windows.

It is often possible to adjust the lighting in the room. Brilliant lightning may make it easier to

the children to see the paper on their desks, but over a period of time it tends to increase the

irritability of both the teacher and the student.

It every classroom, it is possible for the teacher to add decorations (general or even better –

educational) to make the room more pleasant environment. Many teachers employ bulletin

boards for this purpose and display students’ work around the room.

Besides inexpensive photographs, paintings can also greatly alter the appearance of the room.

In addition to characteristic objects of the classroom, both - students and teacher may wish to

bring it more personal objects to enhance their classroom. All too often, teachers discourage

such contributions. In doing so, they limit the students’ attempts to express their individuality.

When possible, teacher should allow students to alter and decorate the small part of the room,

which is theirs, whether that to be their desks or whatever. Usually this is not a problem.

Some teachers even allow students to alter areas outside of their own small desk area. Some

encourage the children to bring their favorite poster, photograph, or painting to be displayed

in the room. This created a more intimate atmosphere for young people and made school

seem more a part of them rather then something imposed on them.

Regarding students’ individual wearing apparel and adornment the best policy for the

individual teacher is to not interfere with individuality of the student in this area unless forced

to by the administration or because an individual’s extreme behavior is proving to be a

disturbance to the other students. Limiting a young person freedom of expression almost

ensures rebelliousness on his or hers part, and consequently interferes in the communication

between teacher and student, but, if sufficient tolerance for this devotion is permitted, there is

usually movement toward more restraint fairly soon.


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Notice me!


29


Chapter Nine

DRESS

Although most people are only superficially aware of the wear of others, clothing does

communicate. Often dictated by societal norms, clothing indicates a great amount of

information about self.

It identifies sex, age, socioeconomic class, status, role, group membership, personality or

mood, physical climate, and time in history.

In addition, attitudes most often associated with clothing relate to

1) A desire to conform

2) A desire for self-expression

3) A desire for aesthetic satisfaction

4) Prestige values

5) The desire for social participation

6) Physical comfort, and

7) Economy

Much empirical evidence supports the view that one who is well dressed is likely to be much

better accepted by not known people than if not well dressed thus increasing interpersonal

effectiveness.

Some research suggests also that a relationship exists between success of student and the

acceptability of their dress.

Clothing also affects self-confidence. In one early investigation (Hurlock, 1929) all of the

men studied believed that their estimate of a person was affected by his clothing, and 97% of

all subjects reported feelings of increased self-confidence when they were well dressed.

I believe that this is the case also today but definition of being “well dressed” is surely

somewhat changed.

But some authors contradict the opinion that a person should always strive to be “well-

dressed.” Gandhi is offered as an example of a leader who understands this point and who

would successfully “dress down” in order to better, relate to the masses he sought to

influence.

Clothing and classroom

Because clothing affects others’ perception, people often dress to “fit the part.” These

clothing cues, however have little effect on those with whom one is familiar. But opposite is

true when regarding students’ impression of teacher especially first one.

In order to establish credibility, the teacher should strive to appear comfortable and at ease in

the role, thus removing some of the typical teacher/student barriers. Although outward

appearance does not, of course, indicate a person’s knowledge, values, or philosophy, dress

can communicate; but, in most cases, it is only a outward show.

Students see instructors based on their motivation, sincerity, and fairness; they will be fooled

only momentarily by clothing. A Savile Row suit or a Givenchy dress cannot turn a grouch

into a lively, dynamic teacher. A smile is worth many times whatever the teacher might pay

for clothes.


30


Another aspect of this situation is that it seems that students form some lasting impressions of

their instructors during the first few moments (around 30 seconds) of their contact.

Gordon Allport has written: With briefest visual perception, a complex mental process is

aroused, resulting within a very short time in judgment of the sex, age, size, nationality,

profession and social caste of the stranger, together with some estimate with his temperament,

his ascendance, friendliness, neatness, and even his trustworthiness and integrity.

Your first estimation. How much can you say?

Personal artifacts

The personal artifacts (makeup, jewelry, glasses) with which people choose to adorn

themselves also communicate a message to others.

Horn also argues that the process of inferring characteristics based on personal appearance, is

based on a sort of “logic” although often erroneous.

For example, she writes, a person who wears glasses probably suffered from eye strain; eye

strain is often caused from too much reading; a person who reads a lot is apt to be very

intelligent; consequently, it is “logical” to assume that people who wear glasses are intelligent.

It is interesting to note that some older research found that college students rated people who

wore glasses higher in intelligence and industriousness. Today glasses are more often

connected with closed nature, clumsiness and religiousness.

What will prevail in teachers’ cases depends on others (again nonverbal) clues we emit.


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Chapter Ten

PHYSICAL ATTRACTIVENESS

Body type communicates a variety of meanings, particularly as it relates to physical

attractiveness. Three general types, each capable of arousing several stereotypes about

personality, can be identified.

The first of these is the ectomorph. Ectomorphs are tall, thin, and fragile looking and are

thought of as being tense, anxious, reticent, and self-conscious.

Mesomorphs are bony, muscular, and athletic and are thought es being dominant, energetic,

and talkative.

Endomorphs are described as soft, round, and fat and are thought of as complacent, warm,

and sociable.

Whether these adjectives are accurate is irrelevant; they represent and arouse the real

stereotypes.

In our world attractiveness plays a role

The reason we stress various body types is that teachers, like other people, tend to stereotype

students based on their physical characteristics. The body type considered most physically

attractive to most people in this culture is mesomorph. Mesomorphs tend to get higher grades,

not because they are more intelligent, but because they are more attractive and are likely to be

targets of interaction. They are more popular with other students and teachers and often are

the opinion leaders among their peers.

Various studies have explored the effects of personal attractiveness and showed positive

relationship between physical attractiveness and:

Effectiveness in influencing audience opinions

Speakers’ success

In an educational context, a positive relationship was found between attractiveness and grade-point average

The physical attractiveness of students and teachers does serve to influence classroom

interaction. This variable, however, is probably less deserving of attention than some others,

since communicators do not easily manipulate it.


32


Teachers must be very careful about the stereotypes. Intelligent students don’t all look alike,

they don’t all wear glasses, and they are not all thin.

Plump children are not all happy and contented and easy-going. Athletically built young

people are not all “jocks.”

Perhaps the most practical use of this research for educators lies in the admonition that they

need to be aware of these tendencies and should strive to avoid favoring attractive students.


33


Chapter Eleven

TIME

Though this has not been adequately studied, per se, it seems safe to say that teacher’s use of

time has nonverbal communicative value. Consider an elementary teacher who tells his

students that math is as important as history, yet devote much more classroom time to history.

His students can probably tell which subject he really thinks is more important.

A college teacher may tell his students that he wants to get to know then better, but if he

schedules only one office hour per week, they likely to be more influenced by latter message.

A teacher also communicate by the extent to which he is punctual for class and by formality

or informality of the way in which he schedules appointments.

Statement usual in the North American culture, such as, “Time is money” or “We’ve out of

time.” Reflects that time is viewed as commodity.

Teachers tell students not to waste time, or to use their time more efficiently. Classes are

scheduled to meet at certain times during the day and lateness is punishable offense.

Watch it!

Colleges and universities have carried time considerations to their absurd extreme;

undergraduate degrees are awarded partially on the basis of a minimum number of credits

which are computed in terms of the number of contact hours a week students spend in classes.

In many states, pay increases for public school teachers are based on a “thirty hours plus,”

model.

There are also a non written norms related to how long students are expected to wait for late

instructors, and it varies according to rank.

Since students ate accustomed to classes running for a certain amount of time, they tend to

expose nervousness when their expectancies are violated. If reading is scheduled to end at

9:50 A.M. and arithmetic to begin at 10:00 A.M., students will start to engage in some

nonverbal “leave-talking” behaviors around 9:45, such as putting away pens ad pencils,

closing notebooks, shuffling feet, and looking at a clock.

Some authors suggests that it is probably not good to introduce new material near the end of a

class period, since the time for attentiveness has in all likelihood passed its peak.


34


On the other hand some research suggests that attention rises before the end of the class.

Solution could be to be consistent in ending class at the time so that students know that their

time will not be violated and there is no need for nonverbal “warnings”.

One of the more important uses of time on the part of the teacher is the use of the pause.

Pausing while presenting information usually emphasizes the content that has just preceded

or will immediately follow.

Most classrooms involve interactions between teachers and students, with the teacher asking

questions to which the student is expected to respond. One of the hardest things for teachers

to learn is to take sufficient time between asking the question and expecting an answer. Very

often, the teacher expects an instant response. Frequently, no such response is forthcoming.

The teacher may then give the answer, or may call on some poor student who is not ready to

answer. Voluntary responses to questions in the classroom almost always occur if the teacher

is willing to wait long enough.

It is not suggestion, of course, to wait a 10 min. waiting period, but if we examine teacher

behavior, we find that teachers seldom wait as long as 5 seconds!

In addition, children have different response rates. Some children can process question and

determine what their answer will be quickly, while other children take two or times time as

long to determine their response. This does not indicate a difference in intelligence or

preparation on the part of the children, only a difference in response pattern.

Children who respond quickly, of course, tend to become favorites of the teacher. Those who

wait a long time probably participate much below average in most teachers’ classrooms.

So advice to teacher is to learn how to wait for a response and do not always call on the first

student who is ready to respond.

An interesting thing can be added here. It is well known that most children, as well as most

adults, can be placed into one of two categories relating to their bodily time: “sparrows” and

“owls”. Sparrows are early risers and are at their best in the morning. Conversely, owls, like

their namesakes, do not function well in the morning, but begin functioning better as the day

proceeds and are at their best in the evening.

While the largest percentage of both children and adults fall into the owl category,

elementary and secondary schools in the United States almost exclusively follow a sparrow

pattern.

This is still strong cultural norm and it is probably not going to be drastically changed in

foreseeable future, so that it is valuable for teacher to keep this in mind.

.


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Chapter Twelve

CONCLUSION

Words are accented and punctuated by body movements and gestures, while the face shows a

myriad of expressions. Men are like Geneva watches with crystal faces which express the

whole movement.

It is important to be aware of the dominance of the nonverbal message. If there is

disagreement between the verbal and nonverbal message, the nonverbal will win. Also, the

validity and reliability of verbal messages are checked by nonverbal actions. Again, if

discrepancy exists, the nonverbal will dictate.

Therefore students see the teachers’ nonverbal messages as more honest reflections of what

he is really thinking or feeling.

Based on this, and all other stated findings, we can reasonably conclude that further serious

investigation of the effects of nonverbal signalization in the classroom could result in

extremely useful pedagogical information.

Effective teaching depends on successful communication and successful

communication - on successful. By definition of NVC (non-verbal communication), without

uttering a single word, teachers and students constantly send messages to each other.

In this paper, I highlight certain aspects of nonverbal classroom communication. There is

certainly much more to explore in this area, and this discussion encouraged me to pursue the

topic further.

In writing this paper my primary interest was to gather useful knowledge for my own later

reference. Wonderful books I found on this topic were real discovery because this is the first

time I am dealing with this with topic in this way.

Before this, I just knew from experience that there is extremely powerful nonverbal

communication going on in every classroom all the time and.

Being aware of this, I thought it could be useful to find out more about it - and I was right.

At first I tried to describe my observations in real classrooms but it was too subtle for

describing and without any experimental or other objective evidence (I could not interview

students or teacher after class and ask them if they really felt like I thought in some particular

moment).

So I took this approach with intention to benefit from already known resources instead of

discovering new knowledge.


36


Tip 1: Understand your own culture, values, and nonverbal behavior

Before you can understand the behavior of a student or person from another culture, it’s

important to first understand your own culture, values, and nonverbal behavior. Teachers can

learn about their own culture and nonverbal language by traveling to other countries, talking

to new immigrants, reading books, or even by videotaping and reflecting on your own use of

nonverbal language.

Tip 2: Different learning styles exist in different cultures

Be aware that there are different learning styles in different cultures. Not all of our diverse

students will make eye contact, participate in class, question the teacher, or speak unless

spoken to. Do not reprimand students without first understanding the cultural implications of

their behavior. They may not mean what you think they mean!

Tip 3: Learn Non-Verbal Cues in Other Cultures

Learn about the nonverbal behavior of the cultures represented in your classroom. This will

enhance not only your interaction with your students but with parents as well.

Tip 4: Teach about the importance of nonverbal communication in your language

classroom

“Often people cannot understand the impact of nonverbal communications involved in a

situation unless it is replayed and figured out.” (Blatner, 2002) Role playing is an excellent

technique to bring this aspect of language to the forefront. Participants may act out someone

else in an attempt to help that person see him or herself and how they use nonverbal language.

Tip 5: Cultural Interviews

To help students learn about the differences between cultures, have them engage in

interviews with people from cultures other than their own. Consider the following questions:

“At what distance does a good friend get too close?” “Do you have a favorite seat at the

table?” "What do you do when you do not want to be disturbed?” (Arias, 1996) Questions can

also be asked of eye contact, body language, and specific gestures. After students have

completed their interviews, they can share and discuss their finding with the whole class.

Tip 6: Allow time for students to use their observational skills to learn more about

nonverbal language

Students can observe people, videos, television, and pictures and then record results

according to gender, culture, and nonverbal language use. Remind your students that they

should observe without judgment.

Tip 7: Lead students in experiments where they can evaluate nonverbal behavior

For example, have them stand closer to someone than they usually would. How does it feel?

How does the other person react? Don’t make eye contact. What happens? Results can be

shared with the class or written in a journal. (Arias, 1996)


37


Tip 8: Use gestures and other nonverbal behaviors to help you teach concepts from all

subject areas

This will be especially useful for students learning English. Make sure your gestures do not

contradict what you are saying. Learn to read your students’ gestures to help you discover

what they already know and what they are ready to learn. Susan Goldin-Meadow has done a

lot of research in this area; check out some of her articles for more information.

Tip 9: Play charades!

Let your students try to express themselves solely with nonverbal communication. Discuss

the role both verbal and nonverbal messages play in our attempts to communicate. Discuss

any instances when a student has misread another person’s nonverbal behavior and what

problems were encountered.

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Don’t Talk to Boards : Cues to Understanding and Winning Students’ Hearts

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