Nonverbal Language and Its Implications for Teachers.

Autor/in	Couch, Richard
Titel	Nonverbal Language and Its Implications for Teachers.
Quelle	(1993), (8 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Körpersprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Modeling; Modelling; Modellierung; Non-verbal communication; Nonverbale Kommunikation; Paralinguistik; Lehrerverhalten; Teacher behaviour; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01