The Significance of Nonverbal Communication - Essay Example

THE SIGNIFICANCE OF NONVERBAL COMMUNICATION [Institution’s Name] Abstract The present paper provides a brief description of nonverbal communication. Logically, nonverbal communication is an inseparable part of human cognitive behavior. However, in classroom atmosphere, one cannot neglect its advantages for teachers and students. Introduction For sharing skills, knowledge and attitudes, humans use the general process of communication by sending and receiving messages. Generally, communication is recognized as a process of communication and it can be divided into verbal and nonverbal communication. Clearly, nonverbal means communication without the involvement of words. The nonverbal communication is comprised of tone of voice, touching, eyes and facial expression. However, distance between two or more people, posture and dress are also some dimensions of nonverbal communication. Nonverbal Communication Everything such as time systems, physical space and material objects communicate. Nonverbal communication does not stop though verbal communication can be stopped or silenced. Messages can be conveyed through silence or words and activity or inactivity. Hence, no human being can keep a secret because he/she has ears to listen and eyes to see. For instance, every part of the body speaks even the lips are silent (Dileo, 1977; CReducation.org, n.d). After birth, every human learns nonverbal communication and refines it with practice during his/her lifetime. By watching and imitating, children are taught nonverbal language. As compare to adults, at reading nonverbal cues, young children are more intuitive and they can easily verbalize nonverbal communication. However, adults rely on verbal communication. Nonetheless, the question is why humans use nonverbal communication. In this regard, the following reasons are obvious: Through simple nonverbal signals, a speaker can enhance the verbal message’s complexity; moreover, to help send complex messages, a separate communication channel is a prerequisite Nonverbal cues can convey thoughts but social etiquettes of the society do not allow to communicate through verbal communication; hence, feelings those are no adequate to express can be stated through nonverbal cues Spoken words can be artificial and without feelings but nonverbal messages are based on truth and inner most feelings Outside world is related to verbal messages while nonverbal cues express feelings; thus, they are more powerful Clearly, words have some restrictions and there are many fields where verbal communication is less effective than nonverbal communication, for instance, for explaining personalities, shapes and directions nonverbal cues are more effective The importance of sign language In classroom, sign language plays a significant role. The students use it to communicate with other students, without disturbing the environment and they and the teacher use sign language for standing up, yes or no, sitting down, keep quiet, getting a drink and going to the bathroom (Professionally Speaking, n.d). A teacher uses eye contact to control a disturbing or inattentive student; however, there is a big difference between eye contact and gaze and to stare long time to an adult student is considered disrespectful (Professionally Speaking, n.d). Classroom and Nonverbal Communication An essential dimension of interpersonal communication in the classroom is nonverbal communication. Therefore, mostly communication sources in the classroom are nonverbal and teachers develop credible message through nonverbal cues (Given, 2003). According to Galloway, the teachers seldom talk. Similarly, Balzer notices that about 75% of behavior that is used for classroom management is nonverbal. Likewise, Smith claims that psychological states of the teachers are displayed through nonverbal behaviors. By observing nonverbal behavior of the teacher, the character and competence of the teacher can be obtained and students use these cues to judge them. The behavior of a teacher has been a focus for many past researches. For instance, the study of Balzer (1969) focuses the behavior of biology teachers; however, to any subject, his research is suitable. According to him, of classroom management the most part almost 75% is nonverbal. Nonetheless, his study and other similar studies that emphasize the nonverbal communication in the classroom can challenge the research of Withhall (1949) because Withhall claims that verbal behavior is the most significant part of a teacher’s behavior. Teachers emit many types of signals in the classroom and these signals influence learning, perception, moods of the students, atmosphere of the classroom and this attitude leads towards growth and learning. Thence, a teacher without speaking a single word can understand and recognize what is happening in his/her class because of having a powerful tool. Moreover, in direct communication verbal signals are not much strong; nevertheless, to capture the nonverbal signals is also difficult; thence, a teacher sometimes has to explain or describe them. The teacher knows that without nonverbal communication he/she cannot communicate their messages, for instance, words are not sufficient to describe pictures. However, learning nonverbal communication for classroom is not an easy thing. Unquestionably, controlling nonverbal signals and behavior for teaching more effectively require skills (Victoria, 1971). There is a cultural problem regarding interpretation apart from describing those behaviors; they may be fast and delicate amazingly; however, they are unconscious. Thence, nonverbal communication is a challenge. For any individual, nonverbal signalization can be a blessing or curse. A human can change his/her words despite rage or emotions but he/she cannot change his/her nonverbal signals. Nonverbal cues present true characteristics of a human being (Victoria, 1971). The students’ participation can be enhanced through the utilization of the most powerful tool of nonverbal communication. Normally, the teacher, by positive verbal tone or vocal pitch, corrects answers. His/her vocal pitch expresses liking or acceptance of the answer of the students; however, this sometimes with some other types of nonverbal approval or a smile. Nonetheless, if the teacher disapproves the answers the nonverbal actions are the reciprocal (Hurt Thomas, Scott Michael and McCroeskey, 1978). Nonverbal Vocal Behavior Moreover, some researches reveal that significant variation of pitch, quality, force and rate can produce retention’s greater level as compare to messages without these variations. For instance, for both poetry and prose, ‘mono-pitch’ minimizes comprehension as compare to good intonation (Hurt Thomas, Scott Michael and McCroeskey, 1978). To nonverbal behavior, both adult and children respond differently, specifically, when it is related to nonverbal vocal behavior. When verbal behavior and vocal behavior have a conflict, the adult generally accepts the nonverbal vocal behavior and considers it a correct cue while the respond of the young children is completely reversed. The conflicting verbal and nonverbal messages cause great difficulty for a small child. For instance, small children cannot understand satire (Hurt Thomas, Scott Michael and McCroeskey, 1978). Nonverbal Cues An efficient teacher is equipped with many nonverbal cues. The following five nonverbal cues are very important tools in classroom atmosphere: 1. Facial Expressions 2. Eye contact 3. Proximity (Distance) 4. Gestures of teacher 5. Body postures Facial Expressions To form impressions of another, students and teachers use facial expressions. Like a hard stare, in a teacher’s arsenal, smile is an effective and potential weapon. Similarly, different facial expressions are very hand for a teacher. The expressions of each student are important. From these expressions, a teacher can deduce whether he/she should slow down or speed up his/her delivery of lecture’s speed or should explain more elaborately (Given, 2003). There are different types of facial expressions such as sneer, open mouth, raising eyebrows, jutting chin and frowning. However, sometimes people try to hide their real expressions behind a mask; nonetheless, even in such situations eyes reveal the truth (Given, 2003). Eye Contact Eyes are the most powerful nonverbal communication tools. Eyes can express support, love, confidence, fear and guilt. Eyes are considered mirror of human’s inner feelings. Therefore, tongue and eyes equally take part in the conversation. The language of eyes is understood around the globe. Moreover, eyes and tongue speak similar expressions and their difference exhibits doubt, cunningness or cleverness (Given, 2003). Proximity (Distance) Sitting arrangement is an important part of nonverbal communication. Different schools and teachers use different sitting arrangement. However, for the most effective nonverbal communication, the sitting arrangement in the classroom plays a pivotal role. For instance, horseshoe sitting arrangement, classes with small numbers of students can be arranged in this manner. This option provides highly pleasant environment for the students. Every student is close and has an eye contact with the teacher. Similarly, students can signal each student easily (Alane, 2015). According to some researchers, this sitting arrangement motivates more participation of the students. However, students at the right and left side of the teacher have least interaction and students at the opposite of the horseshoe have more interaction with the teacher. Despite, that horseshoe arrangement provides full interaction between teacher and the students (Alane, 2015). Postures and Gestures    For indicating warmth, deception, approval or disapproval, affective moods, status, attitudes and other important variables for classroom interaction, postures and gestures are highly significant for a teacher (Given, 2003). Generally, gestures replace, contradict and operate to clarify verbal messages. Moreover, for regulating the flow of conversation, gestures serve as a function. For instance, during a class a single nod of the teacher can motivate the student to continue or describe more clearly (Given, 2003). Conclusion Conclusively, the objective of the current paper is to highlight the importance of nonverbal communication within a classroom. Specifically, nonverbal cues are very important and help the students and teachers to understand each other’s behavior. The paper provides significant literature underpinning to prove its discussion. References Alane Michaelson. (2015). The Advantages of a U-Shaped Classroom Desks. Retrieved from http://www.ehow.com/info_12001606_advantages-ushaped-classroom-desk.html Balzer, "Nonverbal and Verbal Behavior of Biology TeaChes," The American Biology Teacher, April 1969, 226-229. CReducation.org. (n.d). Nonverbal Communication for the Educators. Retrieved from http://www.creducation.org/resources/nonverbal_communication/what_is_nonverbal_communication.html Dileo J.H. (1977). Child development: Analysis and synthesis. New York: Brunner/Mazel. Flanders, N.A. Interaction Analysis in the Classroom: A Manual for Observers. lAinneapblis, University of MiMesota, 1960. GalloWay, Charles. (1974). "Nonverbal,Teacher Behaviors: A. / Critique," American Educational Research Journal.11: 305-30-6. Given D. B. (2003). The nonverbal dictionary of gestures signs & body language cues. Washington: Centre for nonverbal studies press. . Hurt Thomas, Scott Michael and McCroeskey. (1978). Communication in the Classroom. Addison-Wesley Publishing Company. Classroom Management. Smith, B.O. "A Concept of Teaching" in B.0:b Smitstiandyrii. Ennis (eds.). Language and Concepts in Education. Chicago: Rand McNally, 171. Victoria J. A. 1971. language for affective education. Theory into Practice, 10 (2), 300-304. Professionally Speaking. (n.d). Use More than Words. Retrieved from http://professionallyspeaking.oct.ca/march_2008/non-verbal.asp Withall, John. (1949). "The Development of a Technique for the . Measurement of*Social Emotional Climate in the Classrooms,," Journal of. Experimental. Education. Read More