Thesis-for-hardbound.docx

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Chapter I The Problem and its Background Introduction

“What you do speaks so loudly that I cannot hear what you say”, R.W. Emerson, an American essayist, lecturer, philosopher, and poet once said. It might be a cliché but there’s truth in the saying that actions speak louder than words. There are some people who pretend to be happy but the truth is that they’re sad, however, you can see it through their eyes and on the way they act in front of anyone. Communication is one the most important factors in teaching. Teachers and students should have proper communication for better teaching, better learning, and therefore, better understanding. There are two types of communication: the verbal and the nonverbal. Verbal communication is the communication of everyone in words; it is more on speaking than gestures. Nowadays, teachers teach using different facial expressions, hand gestures, speed, tone and volume of voice. These strategies are called nonverbal communication. For the past 25 years or so, there has been an increasing interest in nonverbal communication among social scientists. Nonverbal communication has been found to be a vital element within the total communication process, and can even supersede the spoken word. Effective nonverbal communication can be learned, and ineffective nonverbal communication can be unlearned. Educators, who deal with impressionable children and who rely on communication to accomplish most of their tasks, should be masters of the art of nonverbal communication. Yet the effective use of nonverbal communication in education is largely left up

1

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

to chance. If a teacher does use nonverbal communication effectively, it is probably because he or she imitated someone else and/or has learned nonverbal communication by trial and error. Nonverbal communication, in one way or another, might affect the teaching-learning process. Some students, for example, learn better when there is eye contact, some becomes more attentive if the tone of the teacher’s voice is high and aggressive, some relies more on teacher’s hand gestures to comprehend the lesson. The researchers decided to investigate the use of nonverbal communication from the foundation of learning- the primary level. The purpose of this study is to know how the primary teachers use nonverbal communication in class management. This paper will survey the use of nonverbal communication in class management by practicing primary teachers.

2

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Statement of the Problem This study aims to investigate the use of nonverbal communication by primary teachers in class management at New Life Christian School of Cavite for S.Y. 2018-2019. It also seeks to know the following:

1. What is the profile of the respondents in terms of the following: 1.1 Age 1.2 Gender 1.3 Civil Status 2. What is the respondents' nonverbal communication (as perceived by the researchers) in terms of the following: 2.1 Pitch or tone of voice 2.2 Eye Contact 2.3 Body Movement 2.4 Facial Expression 2.5 Desisting Deviancy 3. What nonverbal communication is used by the primary teachers in terms of: 3.1 classroom management 3.2 classroom environment

Definition of Terms Definitions for technical terminology are often defined according to the discipline or profession in which they are used. In order to ensure consistency throughout the study and for future replication, the following operational definitions are provided.

3

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Nonverbal Communication. It is used in teaching and can help the students learn easier and faster. This is a type of communication wherein people use hand gestures, different speed and tone of voice, eye contact, body movements, and facial expressions. Primary Teachers. In this research, they are the teachers of Kinder 1 and 2, and Grades 1, 2, and 3.

Class Management. It is used by a teacher to describe the process of ensuring that the classroom lessons run smoothly without any distractions to the students.

Scope and Delimitations The researchers focused on the pitch or tone of voice, eye contact, body movement, facial expression, and desisting deviancy as variables of nonverbal communication. The researchers’ limited the study to all primary teachers in New Life Christian School of Cavite.

Significance of the Study The results of this study are considered to be useful and significant to the following:

School Administrators. This study can help the administrators become aware of the most effective way of communication and instruct the teachers to apply it as they teach the students.

4

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Teachers. This would help the teachers improve their way of communication as they teach. Teachers would have the chance to apply verbal and nonverbal communication to engage the students’ learning process. Future Researchers. This research may serve as a guide or reference for those who will conduct a study that is related to this research. It may help them understand their research better.

Theoretical Framework Boilean (1981) found that beginning teachers forget or are not aware of the power of nonverbal communication. Before a teacher says the first word, a message environment is created in the classroom by the desk arrangements, time structures, procedures for talking, and relationships among people. Additional nonverbal messages are sent by the way the teacher walks to the front of the room, his or her clothes, focus of eye contact, and distance from students. Because the spoken word in the classroom utilizes the nonverbal environment for context and meaning, a successful educator includes nonverbal and verbal elements which contribute to the total, complex communication system in the classroom (Boilean, 1981). Miller (1980) found that two-thirds of communication is nonverbal. If students have an outstanding teacher, going to class can be like going to the theatre. Enthusiasm is communicated nonverbally by facial expressions, body movements and excitement in the teacher's voice. Knowledge of nonverbal behaviors in the classroom is essential, and teachers should have a goal to improve their nonverbal actions (Miller, 1980).

Conceptual Framework

5

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

The researchers used the Input-Process-Output framework to describe the plot of the research.

Input

Process

Researchers’ evaluation of teacher-respondents’ nonverbal communication skills

Conduct a survey by administering questionnaires Classroom Observation

Output Conduct seminars or meetings with lectures about utilizing nonverbal cues to students and other discussions related to nonverbal communication.

Figure 1 Conceptual Paradigm A directional arrow pointing to the next box connects the process of the research. The teachers’ self-evaluation of their nonverbal communication skills and the researchers’ evaluation of teacher-respondents’ nonverbal communication skills serve as the input of the study. The processes done were to conduct a survey by administering questionnaires and to observe the teachers’ way of teaching. The third box contains the output of the research.

Chapter II Review of Related Literature and Studies

6

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Many social scientists have done research in the field of nonverbal communication as it affects students and educators. The questionnaires, activities and strategies for teachers to improve their nonverbal communication effectiveness were based on the review of related literature. Brause and Mayer (1982) observed that teachers organize classrooms by using verbal and nonverbal mechanisms. Successful interaction in the classroom depends upon sensitivity to nonverbal as well as verbal rues (Brause& Mayer, 1982). Can teachers increase their effectiveness in class management by "reading" and using nonverbal communication? Shepardson (1980) answers positively, saying that one advantage of nonverbal communication in the classroom is the ability to get a message across without having to stop everything to get the class' attention. For example, if an individual student is uncertain about where to place a completed paper during a creative writing session, pointing to the designated place is less disruptive than verbally telling the student where to place the paper. Seefeldt (1980) found that in the lower grades where learning centers are often used, the teacher can occasionally scan the room and communicate with a gesture, smile, or eye contact to a child in another area of the room. Feedback of the nonverbal variety, though not extensive, usually is all that is needed to help a child feel confident and/or to continue with a task. Vargas (1984) maintains that since research indicates that nonverbal communication is a very significant element in communication, students should be helped to look at it consciously. One way is for the teacher to use creative dramatics to help students understand nonverbal communication. In this way, students can be encouraged to see, through direct participation, the powerful effects of nonverbal communication.

7

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Hughes (1981) found that self-esteem is the key to motivating student achievement. Teacher expectations are directly linked to student performance. Projected through nonverbal actions, teacher expectations can motivate or discourage. Desirable nonverbal cues express warmth, respect, concern, fairness, and a willingness to listen, whereas undesirable cues can communicate coolness, superiority, disinterest and disrespect (Hughes, 1981). Arndt and Pesch (1984) find NVC to be invaluable in teaching foreign languages. They see nonverbal cues as being vital in communicating attitudes, beliefs, intentions, and sometimes even cognitive content. Anderson and Withrow (1981) studied lecturer nonverbal expressiveness in videotaped lessons. Students liked the lecturer and videotape significantly more when the lecturer was expressive nonverbally. They concluded that nonverbal expressiveness can be a positive factor in improving instructional effectiveness.

Chapter III Research Methodology

8

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

This chapter describes the procedures that were followed in conducting the study. Description of the research design, target population, sampling technique, research instruments, data collection, and analysis procedures are done which includes the application of the statistical tool for treatment of data gathered by the researchers.

Research Design This study used the observational research or the field research.It is a type of correlational research wherein the researcher observes ongoing behavior. It is simply studying behaviors that occur naturally in contexts. Observational research is particularly prevalent in the social science and in marketing. It is a social research technique that involves the direct observation of phenomena in their natural setting.

Subject of the Study This study focused on the use of nonverbal communication by primary teachers in class management at New Life Christian School of Cavite School Year 2018-2019. The respondents were 11 primary teachers. There was no sampling technique used because the researchers used the whole population as respondents.

Research Instrument

9

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

The main instrument used in this research was a questionnaire specially designed for this study. The questionnaire was developed from the review of related study. One of the purposes of this study was to find out if primary teachers actually use nonverbal communication effectively in class management. Therefore, the questions in the questionnaire were divided into two sections: 1) instructional procedures, and 2) desisting deviancy and with-it-ness. The said questionnaire was presented to the adviser and English subject teacher for approval. Validation procedure followed to ensure its reliability before it was administrated to the target respondents. Using the questionnaire, the respondents were requested to rate each item to identify their differences on the use of nonverbal communication in class management. The same questionnaire was answered by the researchers after they observed the teacher respondent in a classroom set-up. To further analyze the respondents nonverbal communication (as perceived by the researchers), the following arbitrary scale was used. Numerical

Mean

Verbal

Rating Value 5 4

Ranges 4.20 – 5.00 3.40 – 4.19

3

2.60 – 3.39

Interpretations Always Usually About Half of the

2 1

1.80 – 2.59 1.00 – 1.79

Time Seldom Never

To further analyze the researchers’ evaluation on respondents’ nonverbal communication (nonverbal communication techniques and classroom environment), the following arbitrary scale was used. Numerical

Frequency

Verbal 10

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Rating Value 5 4

Rating 29 – 33 22 – 28

3

15 – 21

2 1

8 – 14 0–7

Interpretations Always Usually About half of the time Seldom Never

Data Gathering Procedure To gather the necessary data from the respondents, the researchers prepared a letter seeking permission from the school principal to administer questionnaires to the respondents. Upon approval, the researchers met the target respondents to explain the purpose of the study. The researchers administered questionnaire to the respondents. The researchers gave the respondents an assurance that the answer to the questionnaire will be kept confidential. The researchers gave enough time to the respondents to answer the questionnaires. The accomplished questionnaires were retrieved; then, responses were tallied, tabulated, statistically treated, analyzed, and interpreted. The researchers also conducted an observation of the teacher respondents while they teach. Therefore, self-evaluation by teacher respondents and researcher evaluation were done to gather better results. Statistical Treatment of Data To analyze and interpret the data gathered about the use of nonverbal communication by primary teachers in class management at New Life Christian School of Cavite, the researchers used the following statistical tools: Frequency and Percentage. This was used to determine the frequency distribution of the respondents when grouped according to their profile such us sex, age, and civil status. It was also

11

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

used to determine the perception (through observation) of the researchers towards the teacher respondents’ use of nonverbal communication. Formula:

P=

f x 100 N

Where:

P= percentage f= frequency N= total number of respondents

Weighted Mean. It was used to determine the use of non \verbal communication by primary teachers in class management of the respondents. ❑

Formula:

M=

fw ∑ ❑ N

Where:

M= weighted mean

❑

fw=∑ of frequency ∑ ❑ N= total number of respondents

12

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Chapter IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation of the findings, analysis, and interpretations of data gathered by the researchers. The data presented in textual and tabular form organized to its designed sequence which follows the order of presentation of the specific problems stated in the chapter 1.

1. What is the profile of the respondents in terms of the following?

Age 21-25 26-30 31-35 36-40 41-45 46-50 50 above Total

Frequency 7 0 0 0 3 0 1 11

Percentage(%) 63.64% 0% 0% 0% 27.27% 0% 9.09% 100%

Table 1.1 Frequency and Percentage Distribution of the Respondents by Age As revealed in the Table 1.1, 7 of the respondents are ages 21-25 with a percentage of 63.64%. On the other hand, 3 of the respondents are ages 41-45 with a percentage of 27.27%.

13

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Only one or 9.09% of the respondents is above 50. Therefore, most of the teachers in New LifeChristian School of Cavite ages from 21-25. Table 1.2 Frequency and Percentage Distribution of the Respondents by Gender Gender

Frequency

Percentage(%)

Male 1 9.09% Female 10 90.91% Total 11 100% Table 1.2 shows the profile of the respondents in terms of gender. It indicates that there is only one male respondent with the percentage of 9.09% and ten female respondents with the percentage of 90.91%. In total, there are 11 respondents. This shows that most of the respondents are female.

Civil Status Single Married Total

Frequency 7 4 11

Percentage (%) 63.64% 36.36% 100%

Table 1.3 Frequency and Percentage Distribution of the Respondents by Civil Status As seen in the Table 1.3, seven of the respondents are single, with a percentage of 63.64%. Four of the respondents are married, with a percentage of 36.36%. Most of the teacherrespondents are single

14

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2. What is the respondents’ nonverbal communication (as perceived by the researchers) in terms of the following: 2.1 Pitch or Tone of Voice

Pitch or Tone of Voice 6 5 4 Series 1

3 2 1 0 1

2

Figure 2 Respondents’ Nonverbal Communication in terms of Pitch or Tone of Voice As shown in the figure 1, the statement “A fairly high noise level in your classroom concerns you since it can be fatiguing to the children (and to you).” gained the higher rating value of 5. The statement “In the classroom, long pauses or silences delight you-they seem to indicate good thinking or can emphasize a point.” got the lower rating value of 4. 2.2 Eye Contact

15

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Eye Contact 6 5 4 Series 1

3 2 1 0 1

2

3

4

Figure 3 Respondents’ Nonverbal Communication in terms of Eye Contact Specifically, the statement “You believe that eye contact plays a big part in establishing good rapport with your students, and use this technique.” gained the highest rating value of 5. The statement “You note that Betty needs to go to the “time out” area. You establish eye contact with Betty and point to the “time out” area.” received the lowest rating value of 3.

16

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2.3 Body Movement

Body Movement 4.5 4 3.5 3 2.5

Series 1

2 1.5 1 0.5 0 1

2

3

4

5

6

7

8

9

10

11

Figure 4 Respondents’ Nonverbal Communication in terms of Body Movement As shown in the figure, in the statements “In the classroom, you move among your students, sit on the floor with them, and go to them when they need help rather than having them come to you.” gained the highest rating value of 4. The statement “The class is busily and quietly working on a creative writing assignment. Johnny asks you where to put his completed paper. You point to a place on your desk.” received the lowest rating value of 3.

17

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2.4 Facial Expression

Facial Expression 3.5 3 2.5 2

Series 1

1.5 1 0.5 0 1

2

Figure 5 Respondents’ Nonverbal Communication in terms of Facial Expression Table 2.4 shows that the statement “You tend to be very aware of the expression on your face, since it can set the climate for the day.” got a higherrating value of 3. On the other hand, the statement “You have just asked Joan, a quiet, meditative child, a comparative question. After about thirty seconds with no response, you continue to wait for Joan's answer.” got a lower rating value of 2.

18

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2.5 Desisting Deviancy

Desisting Deviancy 6 5 4 Series 1 3 2 1 0 1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17 18

Figure 6 Respondents’ Nonverbal Communication in terms of Desisting Deviancy Specifically, the statement “Your classroom is arranged so that you can see all the students at all times.” gained the highest rating value of 5. The statement “You have seating alternatives in your classroom in addition to school chairs, such as rugs, hassocks, or pillows.” received the lowest rating value of 3.

3. What nonverbal communication is greatly used by the primary teachers in terms of: a. classroom management

19

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Bar Graph 1: A Comparison of the Primary Teachers’ Nonverbal Communication Based on the Respondents’ Self-evaluation and Researchers’ Observation in terms of Classroom Management

Figure 6 6 5 4 Series 1 3 2 1 0 1 2 3 4 5 6 2 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Bar graph 1 shows the comparison of the primary teachers’ nonverbal communication based on the respondents’ self-evaluation and researchers’ observation in terms of class management. In terms of respondents’ perception, the type of nonverbal communication situation (class management) that they use the most is “Your classroom is arranged so that you can see all the students at all times.” On the other hand, the type of nonverbal communication situation (in terms of classroom management) that they use the least is “You have just asked Joan, a quiet,

20

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

meditative child, a comparative question. After about thirty seconds with no response, you continue to wait for Joan's answer.” In terms of researchers’ observation, the type of nonverbal communication situation (class management) that the respondents use the most is “Your classroom is arranged so that you can see all the students at all times.” On the other hand, the type of nonverbal communication (in terms of classroom management) that they use the least are “Your class is playing a game which involves identifying pictures as either plants or animals. You label half the class "plants" and the other half "animals" and have each side stand or raise hands to indicate a plant of animal picture.”, “You use role playing as a teaching technique in your classroom.”,” Jason and Billy are sparring off in the art corner again. You walk quickly but calmly to them and put a hand on each back.”, “Susie is more engrossed in her neighbor's new barrettes than in the story during reading circle time. You walk behind her and move her chair slightly or put your hand on her shoulder.”, “You have to tell Nancy, who is timid and insecure, that her mother will be late to pick her up from school. You kneel or sit by Nancy so that you are at eye level with her when you tell her.” “You want to praise Sammy for his extra effort in doing his homework last night. You call him to your desk and maintain eye contact with him while praising him.”, “When pairing students to share desks or tables, you allow children who enjoy physical contact with others to sit together and pair the "non-contact" children with each other.” And “You believe that a windowless classroom fosters boredom and depression.”. Bar Graph 2: Primary Teachers’ Nonverbal Communication in terms of Classroom Environment

21

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Figure 7 4.5 4 3.5 3 Series 1

2.5 2 1.5 1 0.5 0 1

2

3

4

5

6

7

Bar graph 2 shows the comparison of the primary teachers’ nonverbal communication based on the respondents’ self-evaluation and researchers’ observation in terms of classroom environment. In terms of respondents’ perception, the type of nonverbal communication (in terms of classroom environment) that they use the most is “Pathways are clear.”, “The "teacher's area" is an integral part of the total environment.”, and “Each student has his or her own space.” On the other hand, the type of nonverbal communication (in terms of class management) that they use the least is “There are a variety of available spaces (quiet, small group, large group, learning materials, storage).” In terms of researchers’ observation, the type of nonverbal communication (in terms of classroom environment) that primary teachers use the most is “The seating arrangement is flexible.”, “Pathways are clear.”, “Spaces are easy to get to.”, “All the elements in the classroom are child-sized”. On the other hand, the type of nonverbal communication (in terms of 22

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

classroom environment) that they primary teachers the least is “The "teacher's area" is an integral part of the total environment.”

23

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Chapter V Summary of Findings, Conclusions and Recommendations This chapter presents the summary of results, the conclusions derived from the findings and the recommendations based on the findings of the study. Findings From the analysis and interpretation of the data gathered, the following were the findings of this study: 1. Profile of the Respondents The findings show that in terms of age, majority (63.64%) of the respondents were in the bracket of 21-25. In terms of gender, most (90%) of the respondents were female, and majority (63.64%) of the respondents are single. 2. Teacher’s Nonverbal Communication Among the five nonverbal communications of primary teachers, the respondents’ pitch or tone of voice, eye contact, body movement, and desisting deviancy were interpreted as “Usually” with a calculated mean of 3.409, 3.977, 3.496, and 4.136, respectively. Facial expression had a calculated mean of 3.182 and interpreted as “About half of the time”. 3. Nonverbal Communication Used by Primary Teachers Based on the study that the researchers conducted, it was found out that in terms of classroom management, the statement, “Your classroom is arranged so that you can see all the

24

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

students at all times.” was perceived as being practiced by the primary teachers, and it is both based on the respondent’s and researchers’ evaluation. On the other hand, the type of nonverbal communication in terms of classroom management that the primary teachers perceive as the least they practice is the statement “You have just asked Joan, a quiet, meditative child, a comparative question. After about thirty seconds with no response, you continue to wait for Joan's answer.”On the other hand, the type of nonverbal communication in terms of classroom environment that the researchers perceive as the least practiced by primary teachers are statements which concerned mostly of role-playing activities and tolerating a child from having tantrums or pleasing the children. With regards to classroom environment, the statements “Pathways are clear.”, “The "teacher's area" is an integral part of the total environment.”, and “Each student has his or her own space.” are perceived as the most perceived by the respondents. The statement “There are a variety of available spaces (quiet, small group, large group, learning materials, storage).”is the least perceived by the respondents. In terms of researchers’ observation, the statement “The seating arrangement is flexible.”, “Pathways are clear.”, “Spaces are easy to get to.”, “All the elements in the classroom are child-sized”. are the most perceived by researchers. On the other hand, the statement “The "teacher's area" is an integral part of the total environment.” is the least perceived by the researchers. According to the researchers’ observation, there are statements that the teachers always practice but most are observed to not being done.

25

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Conclusions Based on the aforementioned findings of this study, the following conclusions were drawn: 1. In New Life Christian School of Cavite, there are more young primary teachers than those in older age. The number of female teachers are dominant. Most of the teachers are single and there are some (4 out of 11) who are married. 2. In terms of teachers’ nonverbal communication, pitch or tone of voice, eye contact, body movement, and desisting deviancy were noted as usually. Teachers use the said nonverbal communication types almost all of the time. This shows that teachers have different pitch or tone of voice when it comes to teaching primary students; they are using eye contact as they speak to their pupils, they make hand gestures and sign languages or actions to communicate to their students. Primary teachers use facial expressions lesser than the other types of nonverbal communication. 3. In terms on the use of nonverbal communication by teachers, they are using nonverbal communication when it comes to classroom management and classroom environment. In terms of classroom management, primary teachers are mostly concerned of the seating arrangement of the students. On the other hand, they are least concerned with tolerating tantrums and inactive participation of pupils. When it comes to classroom environment, primary teachers are concerned with the spaces and flexibility of the environment. There is an opposite perception coming from the respondents and researchers. Teachers’ area, being the integral part of the environment, was perceived by primary teachers as their most concern, oppositely, the researchers evaluated it as their least concern.

Recommendations

26

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Based on the findings and conclusions of the study, the following are recommended: For the Administrator 

The administration must orient the primary teachers about the nonverbal communication especially to the new teachers. This, can be done through seminars or meetings with lectures about utilizing nonverbal cues to students and other discussions related to nonverbal communication.

For Teachers 

Teachers must practice nonverbal communication as they teach, especially if they are teaching primary students because their nonverbal communication can affect



the behavior or attitude of the students. Teachers should maintain using nonverbal communication as they teach because it helps the pupils learn much easier. Nonverbal communication can make discussions easier and faster, like when they do sign languages to make the students do something.

For the Future Researchers 1. For deeper studies, they must find out the impact of verbal communication and nonverbal communication of teachers to students’ classroom behavior. 2. They may try to find out, on the other hand, the impact of secondary teachers’ nonverbal communication in classroom management. 3. They may also find out the better way of communicating to students to achieve a better learning: verbal or nonverbal communication. References

27

A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Anderson, J. F., &Withrow, J. G. (1981). The impact of lecturer nonverbal expressiveness on improving mediated instruction. Communication Education, 30, 342-353. Arndt, H., &Pesch, H. W. (1984). Nonverbal communication and visual teaching aids: A perceptual approach. The Modern Language Journal, 68, 28-36. Boilean, D. M. (1981). Nonverbal communication: Classroom influence and topic. Communication Education, 30, 305-306. Brause, R. S., &Mayher, J. S. (1982). Teachers, students and classroom organizations. Research in the Teaching of English, 16, 131-148. Hughes, J. R. (1981). How do you behave: Your nonverbal actions are critical to student motivation.Music Educators Journal, 67, 52-53. Miller, P. W. (1980). Improving communication through what you don't say. VocEd, 22, 2223. Mahrabian, A. (1968). Communication without words. Psychology Today, 2, 53-55. Seefeldt, C. (1980). Teaching young children. Englewood Cliffs, NJ: Prentice-Hall. Shepardson, R. D. (1980). Elementary teacher's discipline desk book. W. Nyack, NY: Parker. Vargas, M. F. (1984). Studying nonverbal communication through creative dramatics. English Journal, 73, 84-85. A Survey of the Use of Nonverbal Communication by Primary Teachers in Class Management. Retrieved from https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1043&context=etd Emerson, R.W. stated “What you do speaks so loudly that I cannot hear what you say.” Retrieved from https://www.goodreads.com/quotes/11079-what-you-do-speaks-so-loudly-that-icannot-hear

28