ERIC Number: ED363331
Record Type: RIE
Publication Date: 1993
Nonverbal Language and Its Implications for Teachers.
This paper discusses nonverbal communication and its implications and relevance for teachers. The first form of nonverbal language is proxemics, which describes the physical arrangement of space within a classroom and the space we allow between ourselves and others. The second form, coverbal behavior, describes physical movement, such as gestures, eye movements, and posture. The third, paralanguage, is a way of classifying verbal non-language, such as voice tone, rate of speech, pauses, disfluencies, and non-language sounds. The implications of nonverbal behavior are important to classroom teachers. Students can infer from nonverbal language that a teacher is warm and caring, empathetic, and enthusiastic. By modeling certain nonverbal behaviors, teachers can demonstrate the code of conduct they expect in their classrooms. Finally, nonverbal language can indicate the teacher's expectations for students. (Contains 6 references.) (SLD)
Descriptors: Behavior Patterns, Body Language, Elementary School Teachers, Elementary Secondary Education, Modeling (Psychology), Nonverbal Communication, Paralinguistics, Secondary School Teachers, Speech Communication, Teacher Attitudes, Teacher Behavior, Teacher Role, Teaching Methods, Visual Literacy
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Art, Science & Visual Literacy: Selected Readings from the Annual Conference of the International Visual Literacy Association (24th, Pittsburgh, PA, September 30-October 4, 1992); see IR 016 399.