WRITING FOR ACADEMIC PURPOSE

VARIOUS FORMS OF NON VERBAL COMMUNICATION IN TEACHING LEARNING PROCESS

BY: SITI SOLECHAH 07420273 5F

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGES AND ARTS EDUCATION IKIP PGRI SEMARANG 2009

Outlining:
Theme Title : Non Verbal Communication in Learning Teaching Process : Various Forms of Non Verbal Communication in Teaching
Learning Process.

I. Introduction
General Statement Research shows that the majority of the communication in classroom is nonverbal. Thesis Statement From many forms of it, we can say that nonverbal communication, or paralanguage, in teaching learning process, falls into five categories.

II. Body
1. The first category is Eyes - as software teaching gears presentation and explanation. The eyes have been always the subject of glory. The following activities by the eyes can be noticed during teaching Blinking of the eyes reflect integrity in one aspect and concentration in our aspect. Eye to eye contacts have been very earlier means of TeachingLearning process. Generally when the students concentrates on something, their eyes (Pupil) gets contract up to certain degree. The different positions of the eye-brows give various relevant signals in general interaction with one another.

 Eye contact is an especially important type of nonverbal communication. In any case, observation of eye behavior can be used in evaluating teacher and student performance. Teachers who make eye contact open the flow of communication and convey interest, concern, affection and credibility. 2. The lips also contribute much in extending the potency of the nonverbal communication in the teaching learning process. The different and varied shapes of the lips, through expansion and contraction, all contribute and facilitate various gestures to understand and appreciate the hidden aspects other than what the plains words convey. 3. The inflection of tone simply refers the 'rise and fall' of the tone of the voice of the teacher. The inflection is associated with face expression and body gestures, the composite presentation can ensure maximum Learning, Retention & Recalling of the contents. The teacher may control and bind the class such effectively We communicate with our voices, even when we are not using words. This powerful nonverbal tool can readily affect student participation. Some early studies, found that large variations of rate, force, pitch, and quality produced higher levels of retention than did messages delivered without these variations. There is distinction between a childs and adults response to nonverbal behavior. Vocal behavior is also capable of arousing stereotypes about either a teacher or a student.

 When teacher does not speak the same accent or dialect as children in his or her classroom, a conscious or unconscious prejudice may develop from both sides. 4. The movement of the hands play very significant role in developing interest, imagination and concentration up to required level in the teaching learning process. There are many other various nonverbal gestures made by hands to understand and appraise the learning level among the students. For the teachers, the use of movements of hands play very significant role in the delivery or presentation. Since teachers are considered superiors in the classroom, they often initiate touching behaviors. A teacher can develop a close relationship with students by invading their space. There is also some limited evidence that touching behaviors can actually increase learning. 5. Legs are no less important that the above quoted sources of non-verbal communication & interaction as well as in teaching learning process. You communicate numerous messages by the way you walk, talk, stand and sit.

III. CONCLUSION
All the previous details have drawn our attention on the multi dimensional scope and utilities of the body language in Teaching - Learning Process. Non-verbal communication in various forms is important in

Learning Teaching Process for Senior High-School students. There are various forms of non-verbal communication in Learning-Teaching Process and they fall into 5 categories.

Various Forms of Non Verbal Communication in Teaching Learning Process

Teaching- Learning process is a means which the teacher, the learner, the curriculum and other variables are organized in a systematic way to attain predetermined goals and objectives. Teaching and learning are interlinked. The teacher teaches and the students learn. The process, that what we call it communication, is the transfer of information from the teacher to students, or the opposite. Good communication between teacher and students is the foundation of successful relationships, both personally and professionally in classroom or outside. The teacher and students usually communicate their idea by words, or we call it in verbal way. On the other hands, they also communicate with much more than words. In fact, research shows that the majority of the communication in classroom is nonverbal. From many forms of it, we can say that nonverbal communication, or paralanguage, in teaching learning process, falls into five categories. Now let us see how EYES, lips, inflection of the tone along with the movements of hands and legs contribute in making the teaching-learning process lasting and controlled. The first category is eyes - as software teaching gears. The eyes have been always the subject of glory. They are the most powerful means of reflecting one's individuality as a whole. The behavior, the attitude, integrity have been also

the prominent features of critical appreciation through one's eyes. We can say that I can read you from your eyes. Whatever goes or occurs in one's minds, gets reflect into the eyes. Though an analogy can be well established where brain is a land of micro processor and the eyes are treated as Monitor. But unlike the Monitor being hardware, the eyes themselves can command, process and program up to further micro level. That can be suitably crowned on the top of the software teaching Gears. However, only a competent teacher can use it successfully and fruitfully in teaching learning process. In Teaching - Learning process the eyes play very key role. In transmission of the information or message it is also very inevitable to ensure the both ends are working and in contact. However, there is further scope to see by the insight than that of the naked eyes only. The following activities by the eyes can be noticed during teaching Blinking of the eyes : Blinking of the eyes reflect integrity in one aspect and concentration in our aspect. The faster the blinking is recorded the less the individual is concentrate and honest. While telling lies or cheating in exams, the rate of blinking eyes can easily help the teacher to notice the same and suggest accordingly. Eye to eye contact: Eye to eye contacts have been very earlier means of Teaching-Learning process. Avoiding the eye to eye contact by the students may be read as telling lies or lack of confidence or something being kept secret as the case may be during interaction. Overtime contact may signify the obstinacy, challenge and even threat in worst situation for the teachers. Contraction & Expansion of the Eye-Pupil: Generally when the students concentrates on something, their eyes (Pupil) gets contract up to certain degree. When they are relaxed it resumes its natural size which can be well noticed by the teacher, however, tilted heads with contracted pupils is a good sign for the effective Teaching - Learning process.

Eye-Brows: Like the contraction & expansion of the eye-pupil, the different positions of the eye-brows give various relevant signals in general interaction with one another. They should also to be associated with the degree of eyes-pupil to analyze and summarize the temper and temperament and other conditions like disagreement what the teacher is teaching, and many other signals like fury, fear etc according to the various shapes and rise of eye-brows. Since the visual sense is dominant for most people, eye contact is an especially important type of nonverbal communication. The way you look at someone can communicate many things, including interest, affection, hostility, or attraction. Eye contact is also important in maintaining the flow of conversation and for gauging the other persons response. The frequency of contact may suggest either interest or boredom. Many teachers, who suspect a student is cheating on a test may, in the absence of other evidence, decide a student is lying because the student fails to look them in the eye when answering a direct question about the test. Unfortunately, there seems to be little validity to this theory. Research has actually found the reverses to be true-people who are lying are more likely to look the other person directly the eye, probably as a conscious response to the stereotype. Teachers can have individual eye contact with every student in the classroom through eye contact. Attitudes of intimacy, aloofness, concern, or indifference can be inferred by the way a teacher looks or avoids looking at a student. Most experienced teachers are aware when students are bored with the subject matter being presented. Students eyes often signal listening and non listening behaviors, thus transmitting subtle messages about their lack of attentiveness. Students who are constantly looking at the wall clock rather than watching and listening to the teacher may be indicating the need for a break, the dullness of the content, or a lack of teacher motivation and preparation. In any case, observation of eye behavior can be used in evaluating teacher and student performance.

In some cultures, respect is shown by avoiding eye contact, while in others making eye contact is evidence of honesty and respectfulness. Competent cross-cultural communicators are alert to subtle cues that enable teachers to address the needs and concerns of students from many cultures, and to build a truly multicultural classroom. Teachers who make eye contact open the flow of communication and convey interest, concern, affection and credibility. Then the second is Lips - in teaching learning process. After the eyes, the lips also contribute much in extending the potency of the nonverbal communication in the teaching learning process. When the movement of the lips accord with the language of eyes and hands, it makes the composite combination of these tools becomes the most perfect mode of non-verbal communication. This is what and by virtue of which the infants, the disabled - deaf or dumb and even pet animals can learn and respond up to desired level. The different and varied shapes of the lips, through expansion and contraction, all contribute and facilitate various gestures to understand and appreciate the hidden aspects other than what the plains words convey. We can say here, biting your lip indicates thought or uncertainty. Then compressing the lips shows decision or obstinacy, and a visible clenching of the teeth shows anger. However, closed, smiling, frowned, open lips and other different shapes themselves speak of various emotions and expressions like surprise, terrified, wry, fear, appreciation, disgust etc. The third category is the effects of the inflection of the tone of the voice. The inflection of tone simply refers the 'rise and fall' of the tone of the voice of the teacher. It plays very significant role in conveying and transmitting the 'real' message through the words uttered by the teacher. The word may have one plain meaning in its natural articulation and presentation but when it is uttered in different tone and inflection, it may give different messages and sometimes quite contrary to that of its actual explanation in that situation.

Thus, A word may have two sense or messages in general way of communications: First is from its verbal of which it stands literally and other is non-verbal which is understood and appreciated due to the tone and its inflection. Therefore, the inflection of the tone must be carefully practiced according to the textual reference. When the inflection is associated with face expression and body gestures, the composite presentation can ensure maximum Learning, Retention & Recalling of the contents. By virtue of personality and activities, when teaching is equipped with the application of Body-Language as software teaching Gears, the teacher may control and bind the class such effectively that he can even point out the names of those students who could not receive or learn due to either internal or some external causes of hindrances. As the bat emits the waves as in- built radar from his mouth which propagates across the open area unless interrupted by any objects as hindrances causing the waves back to the bat. The bat very instantly detects the location in distance and direction of the hindrances so accurately by the echolocation to change the course with its speed, height and direction as the suitable remedial measures. Similarly, the teacher transmits the information with the psycho-waves so assuredly that he himself critically appreciate and know the reception and learning by each of the students, in the class. Moreover, he can well judge the defaulting students by psycho location in the classroom, and then suitable changes may be applied as remedial measures for these students who failed in reception-learning and retention. We communicate with our voices, even when we are not using words. Nonverbal speech sounds such as tone, pitch, volume, inflection, rhythm, and rate are important communication elements. When we speak, other people read our voices in addition to listening to our words. These nonverbal speech sounds provide subtle but powerful clues into our true feelings and what we really mean. Think about how tone of voice, for example, can indicate sarcasm, anger, affection, or confidence.

This powerful nonverbal tool can readily affect student participation. Generally, to correct answers the teacher respond with positive verbal reinforcement enhanced by vocal pitch or tone, expressing the acceptance and liking of the students answer (often accompanied by a smile or other forms of nonverbal approval). Opposite is the case when teacher do not like the response (or behavior in the same way). Some early studies, found that large variations of rate, force, pitch, and quality produced higher levels of retention than did messages delivered without these variations. For example mono-pitch reduces comprehension for both prose and poetry when compared with good intonation. There is distinction between a childs and adults response to nonverbal behavior, particularly in terms of nonverbal vocal behavior. While the adult will almost universally accept the nonverbal vocal behavior as the correct cue when vocal behavior and verbal behavior are in conflict, young children often operate in the reverse manner. Therefore for the small child, conflicting verbal and nonverbal messages will cause considerable trouble. One of the best examples of this is the use of satire, which is for this reason generally inappropriate means of communication with small children. Vocal behavior is also capable of arousing stereotypes about either a teacher or a student. For example, a teacher who has a very nasal speaking voice is often perceived as having a variety of undesirable personal and physical characteristics. Female teachers with very tense voices are often perceived as being younger, feminine, more emotional, easily upset, and less intelligent. Male teachers with the same vocal characteristics are often perceived as being older, more unyielding, and cantankerous. Of course vocal characteristics affect teachers perception of students as well, and the stereotypes noted above can be applied again. Fortunately, as students and teachers get to know each other better, they are able to overcome some of these stereotypes. However, in the upper grades and secondary schools, students and teachers my never interact frequently

enough to overcome stereotypic responses based on vocal behavior. Many teachers would be shocked at students imitations of them, often imitation mimicking the teachers vocal pattern while teachers may be somewhat not always that different. When teacher does not speak the same accent or dialect as children in his or her classroom, a conscious or unconscious prejudice may develop from both sides. While it is certainly true that children who leave their ethnic or regional background in order to gain employment and acceptance in other areas of the community will have difficulty because of their accent or dialect, it is also true that most importantly; a childs speech pattern is an intrinsic part of the childs personality and self-image. Children learn their spec from their parents and the other people in their environment. Their assumption is that the accent or dialect they have learned is the correct one. To find that accent or dialect rejected by a teacher and/or the school is usually interpreted by the child as a personal rejection. Frequently this leads to rejection of self and a lowered self-image and/or a rejection to teacher and school. Consider the powerful effect that tone of voice can have on the meaning of a sentence. When said in a strong tone of voice, listeners might interpret approval and enthusiasm. The same words said in a hesitant tone of voice might convey disapproval and a lack of interest. The fourth category is Role and effects of movement of hands. It has been observed that when the teacher delivers his lecture without associating the gestures by the hands according to the situations and content, the teacher fails to develop interest and imagination in the minds of the students. The teaching, therefore, often falls into criticism being boring or monotonous and uninspiring. Therefore, the movement of the hands play very significant role in developing interest, imagination and concentration up to required level in the teaching learning process. About the Students: There are many other various nonverbal gestures made by hands to understand and appraise the learning level among the students.

Open hands (palm) signifies honesty and fairness of the students, the shoulder shrug refers the ignorance or confusion within the minds of the students, covering the mouth or touching somewhere around the mouth suggests that the student is telling a lie, touching the ears signifies to block out the teacher's reprimands, neck-scratch gives the signal of doubt or uncertainty etc. all are various important gestures by which the teacher can self-appraise the effectiveness of his teaching learning process in the classroom. For the Teachers: For the teachers, the use of movements of hands play very significant role in the delivery or presentation. With the use of relevant gestures through hands, the information or contents can be imparted so effectively that the students can respond with better retention and recalling. Especially for Small-Age group and retarded students with the help of movement of his hands which may act as the controlling band for the students, the teacher can present himself as a fascinating magician or director to create an imaginary event of textual reference in the class in his teaching process. Since teachers are considered superiors in the classroom, they often initiate touching behaviors. Teacher judgment is the best indicator. A teacher who grabs the arm or shoulder of an unruly student enters the students space uninvited. Aside from embarrassment, the student may develop other negative feelings toward the teacher. More positively, however, touching can also be used as reinforcement. At times, a teacher can develop a close relationship with students by invading their space. A simple pat on the back for a job well done is a much used and usually accepted from praise. There is also some limited evidence that touching behaviors can actually increase learning. One recent investigation (Kleinfeld) has shown that teachers employed such behaviors as smiling, touching, and close body distance, small childrens tended to learn significantly more. As children grow older, however,

these touching behaviors become less appropriate. Touch has different impacts in the classroom depending on the age and sex of the students. Still, with older students, hand shaking and an occasional pat on the back could prove effective. Then the last category is the role and effects of movement of legs. Legs are no less important that the above quoted sources of non-verbal communication & interaction as well as in teaching learning process. Without the movement of legs the teaching-learning process cannot be a moving and proving successful. When a teacher delivers his lecture from only one stagnant point, he cannot have accessibility in equal degree to all the students sitting far from his teaching point. Therefore, the corner students may escape the contacts or avoid control of the teacher. As a result, the teaching - learning process may fail to achieve the desired goals. The movements of the teachers... Forward, backward and within the classroom are very significant and inevitable to know, understand and appreciate the response and reactions or the students for the effective teaching learning process. Therefore, the teacher should neither stand in one point, nor there should be anything like teacher's desks or dais between the teacher and the students because sometimes the nonliving things also signify as the barrier itself in nonverbal language. You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class. The Slow-Learners appreciate those teachers who make the learning situation conducive, and interesting through their effective teaching process with the help of face and relevant body language. Moreover, when the disabled (deaf and dumb) can learn so effectively through face expression and body gestures,

why other students with eyes and ears cannot learn more efficiently with the use of these Software Teaching Gears i.e. Body Language. All the previous details have drawn our attention on the multi dimensional scope and utilities of the body language in Teaching - Learning Process. We know that there is variety of nonverbal signals emitted from teacher in classroom which to deepest levels influence classroom atmosphere, students moods, perception, learning and eventually attitudes towards knowledge and school generally. On the other hand teacher has powerful tool to identify what is actually going on with his class in general and each individual per se, without any word being said. This is extremely important in lecture like classes when teacher is primarily supposed to talk. Verbal signals (in direct communication) are never so powerful. Yet, nonverbal signals are much more difficult to capture, describe and rationally explain because we necessarily have to use words to do that and words are not enough fine and precise tool for this (similar as they are not for describing pictures). Non-verbal communication in various forms is important in Learning Teaching Process for Senior High-School students. There are various forms of non-verbal communication in Learning-Teaching Process such as facial expressions, gesture, and intonation and each of which illustrates or replaces a certain part of the verbal communication. This kind of communication also has lots of importance in Learning Teaching (LT) Process. Instead of having lots of forms, Non-verbal communication also has lots of importance in Learning Teaching Process too. It can increase the students understanding. When the students didnt know what the teacher asked them, they can understand by seeing the teacher gesture, then guessing what it means. By using this communication, a teacher also can create a high motivation for the students in classroom. If the students understand what the teacher wants them to

do, they will try to answer or giving opinion about it. Another importance is to manage the interaction between students and teacher. Teacher and students will communicate more clearly and acceptable. Finally, the last and the most important one is to get the students attention in learning teaching process. If the teacher gets the students attention, It will make the knowledge transferred easier to the students.. Thats why a teacher should use non-verbal communication along with verbal communication in Learning Teaching Process.