Nonverbal Sensitivity in the College Classroom: Toward Optimum Classroom Communication Climate.

Autor/in	Thibodeaux, Terry Mark
Titel	Nonverbal Sensitivity in the College Classroom: Toward Optimum Classroom Communication Climate.
Quelle	(1985), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Communication; Classroom Environment; Classroom Techniques; Communication Research; Higher Education; Interpersonal Communication; Nonverbal Communication; Student Behavior; Teacher Behavior; Teacher Effectiveness; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenklima; Unterrichtsklima; Klassenführung; Kommunikationsforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01