Neither teachers nor students have been instructed in the meaning of non-verbal communication. Several assumptions are presented regarding the nature of non-verbal communication. It has been difficult to do research and reporting in this field due to difficulty in data collection, the complexity of human communication, analization difficulty, inadequate measures of reliability and validity, and absence of useful categories. Recently, researchers and educators are investigating how non-verbal languages are learned, their unique forms in cultural expression, and creating observational instruments that describe classroom interaction. In the author's initial study of classroom non-verbal communication, he developed an observational system describing the consequences of non-verbal categories, the purpose of which was determining whether a reliable observational procedure could be developed. Categories were added, the advantage being economy of effort and abbreviated note-taking. Non-verbal training and skill development are in the beginning stages. By improving non-verbal skills, teachers learn their own behavior and its meanings and its meaning to students, and they learn to observe and detect non-verbal information from students. The importance of non-verbal behavior would emphasize teacher and student non-verbal cues and result in a better understanding the nature of teaching and learning. (JF)