ERIC Number: ED249549
Record Type: RIE
Publication Date: 1984-Sep
Reference Count: 0
Teacher Assessment and Nonverbal Communication: The State of the Arts.
Willett, Tom H.
Assuming that teacher effectiveness and nonverbal communication are interrelated, an analysis of nonverbal communication and teacher assessment of nonverbal action is appropriate. A review of the literature indicates that nonverbal behaviors may be examined by the impressionistic and the quantitative methods. Each of these methods generates information useful for teachers in examining their own communicative behavior. The impressionistic method uses a semantic differential scale that provides a means for assessing the general level of teacher nonverbal activity. The Mehrabian instrument (1972), for example, includes 18 bipolar adjective pairs such as happy-unhappy, bored-relaxed, aroused-unaroused, and dominant-submissive. The scales can provide not only student perceptions of the teacher's behavior, but also a teacher's self-perception of his or her behavior. The quantitative analysis relies on instruments that classify classroom teacher behaviors. The Love and Roderick instrument (1971), for example, was developed on the basis of two criteria: behaviors included in the instrument had to be exhibited by a majority of teachers regardless of grade level or subject area, and the behavior had to be singular in meaning in this culture, rather than a reflection of any individual style or personality. Both systems of analysis illustrate workable methods of identifying, reinforcing, and, if necessary, correcting teacher nonverbal behaviors. (Appendixes include examples of both methods of assessment.) (HOD)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Communication Styles
Note: Paper presented at the Annual Meeting of the Speech and Theatre Association of Missouri (Springfield, MO, September 21-22, 1984).