ERIC Number: ED258301
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Nonverbal Sensitivity in the College Classroom: Toward Optimum Classroom Communication Climate.
Thibodeaux, Terry Mark
With the goal of generating research questions about teacher effectiveness, the first half of this paper deals with literature investigating teachers' nonverbal behavior in the classroom. This review lends support to the following ideas: (1) nonverbal cues affect relationship quality; (2) the more positive the teacher feedback to students, the more positive the students' perception of and attraction to that teacher; (3) the three independent variables of teacher-student solidarity, communicator style, and self disclosure are significantly related to perceived teacher effectiveness; (4) teachers should concentrate on emphasizing supportive behaviors and not concern themselves over defensive ones; (5) coping mechanisms can be a valuable teaching tool for managing classroom communication; and (6) a systematic program aimed at changing teacher behaviors can have a significant effect on students' evaluations of teachers and on student achievement. The second half of the paper focuses on a pilot study to conceptualize classroom climate and to assess students' and teachers' skills in decoding nonverbal facial cues. The paper reports that the results proved to be inconclusive, and discusses the use of students and teachers from communication and education classes as subjects, the Likert scale to measure perceptions, and factor analysis and regression techniques to analyze data. (EL)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southern Speech Communication Association (Winston-Salem, NC, April 11-14, 1985).