Training teachers in nonverbal sensitivity and nonverbal behavior

Abstract

An increasing interest in nonverbal communication as an aspect of teacher training reflects the steady accumulation of research evidence regarding its importance for effective teaching. The present review of training research shows that nonverbal behaviors not only serve to communicate teacher expectations and attitudes and to regulate classroom interactions, but also to promote pupils' understanding of verbal material by structuring and illustrating its contents. With few exceptions, nonverbal behavior training programs have employed direct training strategies designed to influence specific rather than global classroom behaviors. The available evidence shows that these programs are effective, while the effectiveness of programs using indirect training is uncertain given its limited research base. By extending this approach to incorporate an indirect-global dimension it should be possible to broaden and deepen the impact of training. This chapter argues that improvisational play and game-like activities constitute one such extension and simultaneously provide for a multidimensional conceptualization of the classroom teacher's role.