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Educational Psychology Fall 2015

Elyssa Daludado, Symone Evans,


Taylor Dennis, Emily Pihl, Dr. Wilson

The Bells and Whistles of Teaching:


The Use of Non-Verbal Signals for Classroom Communication
INSIDE THIS ISSUE:

-Literature Review
-Methodologies
-Data
-Implications for Teachers
-Works Cited

Purpose:
The purpose of this research project is to examine the use of non-verbal signals
for classroom communication.

Literature Review:
Unintentional Cues: The messages you are sending without thinking about it
Body Language
Being aware of posture and facial expressions is important, because students often times gauge your attitude based on
how you are carrying yourself.
Intentional Cues: An intended action or signal given for a specific purpose
Cues for Management
Non Verbal Cues can be used to get students attention, signal disapproval, convey negative reinforcement, or redirect
attention.
Non Verbal Cues can be very effective when used for management, because they can be implemented quickly and
quietly. This allows for more time spent on task.
Effectiveness for Diverse Learners: Success of Non-verbal cues amongst different types of learners
ADD and ADHD
Non-Verbal strategies proved to have longer lasting results compared to verbally repeating things to students with
ADD or ADHD.
Non-Verbal cues were especially successful when used to in a positive way to encourage these students.
English Language Learners
Non-verbal cues can be enhancers for students who are English Language learners by helping them better understand
what the teacher is instructing or asking.

Methodology:
Data was collected from 16 credential students observing various classroom
environments (grades 1-8) at 5 schools. Observations were 30-40 minutes
long, and researchers recorded all signs of non-verbal communication on an
observation tool, recognizing the description of the non-verbal signal, the
goal and the responsiveness. After the observation, researchers coded each
aspect of nonverbal communication into two branches: cues and nonverbal
body presence.

Data:

Table 1.1 shows that the most common type of non-verbal


communication found in the classroom was Body Cues (54%)such as
finger to mouth cue, or pointing.

Table 2 analyzes the trends/goals of nonverbal communication


used in the classroom with the most frequent trend to promote
behavior management (33.5%) and the least likely trend was to
grab students attention (6.9% ).

Research Project

Page 2

Table 1.2 indicates that body language


assumed through proximity is the most
occurring nonverbal actionfrequenting
46% of the results.

Tables 1.3 and 1.4 compare the different percentages of nonverbal communication that
occurred via cuing in the classroom. The most frequently occurring object cue, at 33% (Table
1.3), was a teachers usage of a bell and the most popular usage of body cues (30%, Table 1.4)
involved a finger-mouth quiet symbol.

Implications for Teaching:


Nonverbal communication has a large impact on students and is effective in behavior management, quieting students,
teaching procedures, transitions, and achieving students attention. The following are strategies to incorporate nonverbal communication:
It is imperative for teachers to exercise strategies in order to quiet students in both the elementary and
secondary classrooms.
o Body cues such as, exercising a finger-mouth quiet motion and simply placing a hand on a students
shoulder or desk, aids in promoting intervention when students are talking.
Students responded positively when educators used body presence such as, proximity and eye contact in
order to effectively manage behavior in both the elementary and secondary classrooms.
o Circulate and use strategic placement of ones body in order to manage misbehavior.
o Exercise direct eye contact with disruptive students for private, silent, and quick correction.
Nonverbal cues that use an object such as a bell, instrument, song or jingle promotes procedures, transitions
and achieving student attention.
o The use of a bell or instrument can signal activities or procedures in the classroom. Secondary
classrooms can use a bell in order to signal when moving from one activity to the next.
o A song or jingle can be used in order to achieve student attention in the elementary classroom.

Works Cited:
Blyth, W. A. L. "Non-Verbal Elements in Education: Some New Perspectives." British Journal of Educational Studies 24.2 (1976): 109. Web. 18 Oct. 2015.
Darn, Steve. "Aspects of Nonverbal Communication." Darn - (TESL/TEFL). The Internet TESL Journal, Feb. 2005. The Internet TESL Journal. Web. 18 Oct. 2015.
Geng, Gretchen. Investigation of Teachers Verbal and Non-verbal Strategies for Managing ADHD Students Behaviours within a Classroom Environment. 2011.
ERIC. Web. 18 Oct. 2015.
Haneef, Muhammad, et al. "the role of non-verbal communication in teaching practice." Science International 26.1 (2014): 513-7. ProQuest. Web. 18 Oct. 2015.
Knapp, Mark L. "The Role of Nonverbal Communication in the Classroom." Theory into Practice 10.4, The Challenge of Nonverbal Awareness (1971): 243-49. JSTOR.
Web. 18 Oct. 2015.
Pennycook, Alastair. "Actions Speak Louder Than Words: Paralanguage, Communication, and Education." TESOL Quarterly 19.2 (1985): 259-82. JSTOR. Web. 18
Oct. 2015.
Smith, Howard A. "Nonverbal Communication in Teaching." Review of Educational Research 49.4 (1979): 631-72. JSTOR. Web. 18 Oct. 2015
Woolfolk, Anita E., and Douglas M. Brooks. "Nonverbal Communication in Teaching." Review of Research in Education 10 (1983): 103. JSTOR. Web. 18 Oct. 2015.

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