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ERIC Number: ED342457
Record Type: Non-Journal
Publication Date: 1990-Nov-18
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effective Teaching in the Multi-Cultural Classroom.
Gotch, Donna; Brydges, Michael
Community college instructors and administrators need to understand teacher immediacy research and the role of immediacy in the multi-cultural classroom. Immediacy can be viewed as a combination of nonverbal behaviors used to accentuate a verbal message and reduce physical and psychological distance between interactants. Janis Andersen's research demonstrated that half of the variance in student attitudes toward an instructor relates to student perceptions of teacher immediacy. Increasing eye contact and addressing the student in a face-to-face interaction can also help increase positive attitudes. Immediacy can be misinterpreted, especially if teachers use too much immediacy too quickly, thereby creating an avoidance response, or if teachers single out only some students for immediacy. Students' perceptions of a teacher's immediacy behavior will vary according to their cultural background. A series of studies by Collier and Powell focused on the influence of culture on perceptions of teacher effectiveness. Using samples of Black-American, Latino, Asian-American, and Anglo students, the researchers found that all groups described teacher immediacy as important. Anglo students most liked teachers who seemed approachable and friendly. Latinos saw effective teachers as those who were warm and supportive. Black Americans liked instructors who were more dramatic in style and who helped to motivate their students. Asian Americans preferred teachers who modeled the types of behavior expected from their students in public speaking. They also found that immediacy served different functions for students from different ethnic backgrounds at different times during the course. (JSP)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A