Teachers' brief nonverbal behaviors in defined instructional situations can predict students' evaluations.

Abstract

Can a few seconds of high school teachers' nonverbal (NV) behavior predict students' ratings of these teachers (SRT)? Yes, but NV-SRT relations varied among various instructional situations. NV behaviors while administering the class and using the board were unrelated to SRT. Positive judgments of NV behavior while disciplining the class and interacting with students were positively related to SRT. NV behaviors in frontal teaching were negatively related to SRT. The most negative NV-SRT relations were found for teachers' differential NV behavior toward high-versus low-achieving students. Teacher differentiality and SRT have rarely been investigated in high school. The structure of SRT seems to differ between high school and college, and students' anger about teachers' differentiality strongly predicted their evaluations.

The Role of Presenter Actions in the Evaluation of Oral Presentations: Evidence From Fmri and Motion-Vector Analysis

“…The activation in the occipitotemporal cortex as well as the left STG has been reported repeatedly in previous studies using dynamic audiovisual stimuli for a longer duration than thin slicing (Bordier, Puja, & Macaluso, 2013). At the behavioral level, thinslice experiments have been shown to dominate the visual domain (Elisha Babad, Avni- Babad, & Rosenthal, 2003;Borkenau et al, 2004). The present results support these findings at the level of the BOLD response.…”

Characteristics of effective clinical teachers identified by dental students: a qualitative study

“…10. Approachable 9,25,27,31,35,36,[39][40][41]44 encourages participation, allows interrupts student, never asks, Appears friendly and receptive to comments and questions, friendly discourages questions interaction. 25,40 polished, professional sloppy, inappropriate Looks and behaves professionally.…”

“…25,35,36,[38][39][40][41][42] An educator who is easily understood, stays focused on the learning objectives, and interacts directly with the students is perceived to create a better environment for the retention of knowledge than instructors who do not. 25,[34][35][36]41,[43][44][45] One of the more notable definitions of teaching effectiveness was expressed by Derek Bok, former president of Harvard University: "The willingness to continue teaching must always rest upon an act of faith that students will retain a useful conceptual framework, a helpful approach to the subject, a valuable method of analysis, or some other intangible residue of lasting intellectual value." 46 Thus, teaching effectiveness can be defined as the ability to be useful, helpful, and valuable in facilitating learning.…”

The Effect of Nonverbal Signals on Student Role-Play Evaluations

“…When a message source uses nonverbal cues that sustain or "fit" the message, the recipient may better understand the message (Cesario & Higgins, 2008). In the classroom, teachers positively or negatively influence student evaluations through body language, nonverbal signaling, and by consciously exhibiting confidence and enthusiasm (Babad, Avni-Babad, & Rosenthal, 2003;Lincoln, 2008). Thus, ample evidence exists to suggest that nonverbal signals provide cues and perceptual representations as to the competence and trustworthiness of the presenter, significantly influencing evaluations of the presentation and enhancing the potential value of the product or service being presented.…”