What Teachers Say May Not Be What Students Hear: Non-Verbal Communication in the Classroom.

Autor/in	Rankin, Kelly
Institution	Oregon School Study Council, Eugene.
Titel	What Teachers Say May Not Be What Students Hear: Non-Verbal Communication in the Classroom.
Quelle	In: Oregon School Study Council Bulletin, 21 (1978) 5, (26 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Classroom Communication; Classroom Observation Techniques; Instructional Improvement; Interaction Process Analysis; Literature Reviews; Nonverbal Communication; Teacher Behavior + Suchen Sie Ihr Suchwort? Klassengespräch; Unterrichtsqualität; Prozessanalyse; Non-verbal communication; Nonverbale Kommunikation; Teacher behaviour; Lehrerverhalten
Abstract	The author focuses on various types of nonverbal communication, reactions of both students and teachers to nonverbal communication, and techniques of developing improved communication to support openness in the classroom. An extensive literature review is presented to support the thesis that the essence of communication is nonverbal; if someone says one thing, but shows another through nonverbal gestures and other nonverbal language, then it is the nonverbal that is the "real" communication. Two interaction analysis systems are examined as objective methods for the study, measurement, and evaluation of verbal and nonverbal interaction cues occurring in the classroom. It is posited that through awareness of types of verbal and nonverbal cues, teachers can begin to work more effectively with their own communication skills in the classroom. A bibliography of 48 citations is appended. (MJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01