Nonverbal communication involves not only body language, but also environment, physical space, time systems, discipline, and competition systems--in short, the totality of communicaton excepting the printed word. (MJB)

The author discusses the implications of nonverbal communication in the multicultural classroom setting, a factor frequently overlooked since it is largely culturally determined and normally operates outside of the awareness level. (MJB)

Situational analysis of student-teacher and student-student interaction during a kindergarten/first grade social occasion provides information on verbal and nonverbal behavior forms, situational contexts, and tacit rules of classroom interaction. (MJB)

The authors discuss the use of the Profile of Nonverbal Sensitivity (PONS) in measuring the ability of teachers to decode and judge nonverbal communications. (MJB)

Classroom environmental factors that promote or inhibit a climate facilitating learning are discussed, and general principles that may serve as a guide to developing effective classroom settings are presented. (MJB)

The arrangement and use of space are parts of the nonverbal communications system of the class and, as such, have effects on the performance and behavior of both students and teachers. (MJB)

The multidimensional nature of nonverbal communication is discussed in reference to the need for a structuring of activities, experiences, people, and materials to reflect these dimensions. (MJB)

Educators must expand their conception of listening and speaking to include nonverbal components of oral communication and develop strategies to use this expanded concept in developing the listening and speaking skills of their pupils. (MJB)

An elementary school child's perceptions of his teacher's nonverbal behavior is presented to illustrate how those behaviors are interpreted both correctly and incorrectly, and how--regardless of the validity of the interpretation--they affect pupil response. (MJB)

Examples of various nonverbal communications training techniques are described that have been developed for use in the Los Alamos, New Mexico, public school system. (MJB)

The study reported in this paper developed a categorization of teacher physical motion in relation to verbal actions and analyzed two random samples of such motion as a basis for posing ten hypotheses concerning teacher nonverbal behavior. (MJB)

The author examines the relationships existing between movement and cognition in child development. (MJB)

Dance is both a means of recapturing the half-forgotten freedom of movement we experience as children and a means for further developing that freedom in children and adults alike. (MJB)

The importance of play in the development of healthy individuals is due to the fact that play is an excellent vehicle for the integration of emotion, thought, and action. (Author/MJB)

The role of parent as teacher does make a difference in children's learning in school. (MB)