Nonverbal Communication in Teaching

Woolfolk, Anita E.; Brooks, Douglas M.

doi:10.2307/1167137

Cited by 17 publications

(24 citation statements)

References 31 publications

(46 reference statements)

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“…These findings also suggest that teachers should be made aware of the possible impact of their nonverbal behavior and perhaps even trained in nonverbal skills (Smith, 1979;Wolfgang, 1979;Woolfolk & Brooks, 1983). But there is little unequivocal evidence that teaching effectiveness can be improved by training in nonverbal skills.…”

Section: Discussionmentioning

confidence: 98%

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Ambady

Rosenthal²

1993

Journal of Personality and Social Psychology

844

527

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The accuracy of strangers' consensual judgments of personality based on "thin slices" of targets' nonverbal behavior were examined in relation to an ecologically valid criterion variable. In the 1st study, consensual judgments of college teachers' molar nonverbal behavior based on very brief (under 30 s) silent video clips significantly predicted global end-of-semester student evaluations of teachers. In the 2nd study, similar judgments predicted a principal's ratings of high school teachers. In the 3rd study, ratings of even thinner slices (6-s and 15-s clips) were strongly related to the criterion variables. Ratings of specific micrononverbal behaviors and ratings of teachers' physical attractiveness were not as strongly related to the criterion variable. These findings have important implications for the areas of personality judgment, impression formation, and nonverbal behavior.

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Section: Discussionmentioning

confidence: 98%

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Ambady

Rosenthal²

1993

Journal of Personality and Social Psychology

844

527

View full text Add to dashboard Cite

show abstract

“…is well known to play a major role in any form of human-human [15,33] and human-machine interaction [26,32]. Since teaching is a inherently social activity, education sciences investigated extensively the effect of nonverbal behavior during lectures or, more in general, oral presentations (see [40,46] for extensive surveys). Two main aspects of the problem were explored: on one hand, the effect of teachers' nonverbal behavior on the impressions developed by students [2,3] and, on the other hand, the impact of teachers' nonverbal behavior on students' outcomes [12,36].…”

Section: Human Sciencesmentioning

confidence: 99%

“…While challenges and opportunities of such an evolution are widely debated (see, e.g., [11,16,17]), only minor attention was paid to the effect of nonverbal communication -well known to influence perception and outcomes of students in traditional teaching settings (see [40,46] for extensive surveys) -during the consumption of online courses. The goal of this paper is to fill, at least partially, such a gap.…”

Section: Introductionmentioning

confidence: 99%

Predicting online lecture ratings based on gesturing and vocal behavior

Cheng

Salamin

Salvagnini

et al. 2014

J Multimodal User Interfaces

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Nonverbal behavior plays an important role in any human-human interaction. Teaching -a inherently social activity -is not an exception. So far, the effect of nonverbal behavioral cues accompanying lecture delivery was investigated in the case of traditional ex-cathedra lectures, where students and teachers are co-located. However, it is becoming increasingly more frequent to watch lectures online and, in this new type of setting, it is still unclear what the effect of nonverbal communication is. This article tries to address the problem and proposes experiments performed over the lectures of a popular web repository ("Videolectures"). The results show that automatically extracted nonverbal behavioral cues (prosody, voice quality and gesturing activity) predict the ratings that "Videolectures" users assign to the presentations.

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“…Her indication of the aspects of behavior that suggest how a message is to be interpreted follows in the footsteps of Watzlawick, Beavin, and Jackson, who write in their second axiom (1967, p. 54): "Every communication has a content and a relationship aspect in such a way that the latter classifies the former and is therefore a metacommunication." As far as the classroom is concerned, this axiom means that teacher and students have a relationship which is not connected exclusively with the subject taught (Blumenfeld & Meece, 1985;Stubbs, 1976;Woolfolk & Brooks, 1983). Beginning teachers or those starting at a new school are expressly confronted with this as they are "tried out" by the students (Brooks, 1985).…”

Section: Characteristics Of the Class As A Communicative Systemmentioning

confidence: 99%