Vol. 4 Issue 31 – Research Article: ‘Silence Also Speaks: Nonverbal Communication in the Classroom’ by Dr. Shubha R. Mishra

 ELTWeekly Vol. 4 Issue#31 | July 30, 2012 | ISSN 0975-3036

This paper has been submitted for publication by Dr. Shubha R. Mishra, Associate Prof. and Head, Dept of English of PWS Arts & Commerce College, Nagpur..

Communication is one of the most important concepts of the 21^st century. In a teaching learning situation, communication and all its related assumptions have drastically changed over the period of last two centuries. In the traditional classroom, teaching was through lecture method and the use of the chalk and the board. With the explosion of technology, the whole scenario has changed. The traditional teacher, who was respected only next to God, and was regarded as the final word, has now changed roles to a facilitator, who communicates his thoughts, ideas and knowledge, through many different ways. Those teachers, who use uses nonverbal communication and its multiple facets like expressions and body language, to make the teaching more interactive and interesting, are more popular, and are regarded more humane and accessible. In this changed scenario, nonverbal communication has gained a new dimension and importance in classroom teaching. Therefore the teacher’s awareness to the multiple ways of non verbal communication, its effects and significance has become crucial in the whole process of teaching and learning.

Nonverbal communication covers a large realm of body language, paralinguists etc, which are effective not only in a classroom situation but very significant in interpersonal relationships on professional and business levels. Both components verbal and non verbal continuously affect each other in the whole process of communication. Many researchers have proved that ninety percent of the communication takes place through sound and tone of the voice, together with devices like kinetics (movement), haptics (touch), oculesics (eye contact), proxemics (space) and chronomics (time). Communication is also affected by locomotion, posture and also silence. It is only very recently that ELT studies have begun to focus on the importance of non verbal communications. Language classrooms can be made more effective and fulfilling if nonverbal communication is introduced in the right way. They also enhance the receptivity and productivity of the learners. (NAV 2006)

Communication defined

Communication has been defined in many ways, by many different people. The following two definitions cover the whole concept of communication and highlight its important precepts “Any act by which one person gives to or receives from another person information about that person’s needs, desires, perceptions, knowledge, or affective states. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or nonlinguistic forms, and may occur through spoken or other modes.” (Pesch 1984)

Nonverbal Communication defined

“Communication without the use of spoken language. Nonverbal communication includes gestures, facial expressions, and body positions (known collectively as “body language”), as well as unspoken understandings and presuppositions, and cultural and environmental conditions that may affect any encounter between people.” (Cultural Dictionary)

Nonverbal communication is a broad term used to describe any method of transferring information without words. Nonverbal communication may be intentional, it may be based on societal cues, or it may be completely unconscious. Common forms of nonverbal communication include body language and facial cues, fashion and personal grooming, hand gestures, and graphical signs and design.

It is important to note that nonverbal communication is really about a lack of words, rather than a lack of vocalization. Therefore, most writing would not be considered nonverbal communication, although elements like handwriting style could be considered nonverbal signifiers. By the same token, sounds like grunts are still considered nonverbal communication, even though they are oral sounds.

Nonverbal communication can be broadly divided into relatively universal forms and culturally dependent forms. Many facial expressions, for example, are relatively universal, with most cultures able to identify expressions of fear, joy, or anger. On the other hand, nonverbal cues like bowing, shaking hands, or flashing a peace sign are culturally defined, and therefore have little meaning outside of cultures that understand them.

The Definition of Effective Communication

Effective communication is a two-way process – sending the right message that is also being correctly received and understood by the other person/s. (hrepic.com)

Types of Communication

• Verbal or spoken communication
• Written communication
• Non-verbal communication
• Visualization communication

Nonverbal Communication in the classroom

When communication takes place without words, it is known as nonverbal communication. This type of communication can be through in many different ways in a teaching learning situation in a classroom. Any type of teacher, teaching different age groups can use these features for nonverbal communication. Their usage and effectiveness would differ as per their classroom situation, age group and method of teaching being used.

·         Gestures are an important of nonverbal communications. These vary according to culture, age-group, religion and environment. Gestures and touch are closely linked and are very important component of nonverbal communication.

·         Body language or postures technically known as kinesics (pronounced ‘kineesicks‘) – is a significant aspect of modern communications and relationships. Body language goes both ways: Your own body language reveals your feelings and meanings to others. Other people’s body language reveals their feelings and meanings to you. The sending and receiving of body language signals happens on conscious and unconscious levels.

·         Facial expressions & Eye contact are usually regarded part of body language, but lot of research and study has gone into these areas. Both these help build the credibility of the language one is using. Earlier speakers/teachers etc purposely played down these aspects. New socio-cultural studies highlight the use of facial expressions and eye contact to connect to the listeners.

·         Material exponential are also part of nonverbal communication, these are clothing, hairstyle, artifacts, objects, architecture etc, which highlight the effect of the communication presented. Genres like films, Television, drama use these as important aids to communication. Even before the actual communication begins, these components send out different messages to the learner.

·         Paralanguage: The nonverbal elements of speech are known as Paralanguage. These elements are pitch, intonation, stress, voice quality, speech style, speed etc. In many areas of communication like radio jockeys, announcers, compeers’, actors, the verbal aspect of communication is less important while these nonverbal elements are rated much higher. In teaching profession also paralanguage is gaining great importance. (Brownell 2006)

·         Style in Writing: The nonverbal elements in written text like handwriting, physical layout of the page, space between words are an integral part of written texts. They become indicators of many facets of the user.

Some important facts:

Many researches show that in interpersonal communication, only 7% is communicated through verbal communication, 38% through vocal and 55% through visual channels like body language, postures, facial expressions! The attitude, intention and beliefs are all conveyed through nonverbal communication. A research states that in a group interaction, the communication which takes place is 83% by sight (visual presentation) taste 1% ,hearing 11%, smell 3% and touch 2%.Another important fact is that nonverbal communication can easily be misunderstood, especially when the cultural contexts change. In the absence of visual contact, non verbal communication can induce a sense of insecurity. Therefore eye contact during communication helps generate goodwill and trust. Therefore these are some related aspects which are significant.

Importance of Nonverbal communication in a class room situation

• Nonverbal communication and interpersonal communication in a classroom are like two sides of one coin. In modern day teaching methods, the most impressive and credible messages teachers generate are nonverbal.
• Verbal communication can be put off, but nonverbal communication continues in many ways.
• Nonverbal communication influence classroom atmosphere, student’s moods, perception, learning and eventually attitudes towards knowledge and school/college generally.
• Teachers in a multicultural classroom can heighten their own and their students’ awareness of varying non-verbal communication styles used by students, and can resist the tendency to evaluate differing cultural styles negatively.
• Norms of eye contact also differ from culture to culture. These should be made aware to students for their future prospects
• Body postures and movements are frequently indicators of self-confidence, energy, fatigue, or status. In the classroom, students keen to receive body message of enthusiasm or boredom about the subject matter being taught can sense confidence or frustration from the unconscious behaviors of teachers.
• “Proxemics”: a study of how close or far a person/persons should stand when interacting also reflect norms of various cultures. Awareness of these by the teacher, affects the overall communication in the classroom and also help enhance or negate a message.
• Differences between cultures have to be understood by teachers and students, to beable to learn to behave in democratic manner. Nonverbal communications helps in overcoming these differences.

Conclusion

If a teacher is aware and well informed about these various facets of nonverbal communication he/she can be a better speaker and also an effective facilitator. The concept of a traditional teacher, who is only a preacher in a sense, does not work out in the present scenario. Earlier teacher was the only source from where a learner could get information and turn it into knowledge. Today technology is threatening to replace the traditional teacher. Therefore it is vey important that a good facilitator understands the following:

• Understand the body language of the students.
• Changes own body language according to the situation.
• Improves his/her communication skills, by understanding the various forms of nonverbal communication.
• Understands and teaches the socio-cultural context and content of the syllabi
• Develops own interpersonal communication skills with the learner to make teaching more effective.

Works Cited

Adair Brownell, Judi. Listening: Attitudes, principles and skills. 3rd Ed. Boston, MA: Allyn & Bacon, 2006.

Darn Steve. NVC Integrating Nonverbal Communication into Classroom Activities Jan 2006 MET Vol 15 Issue 1.

Nonverbal Communication and Visual Teaching Aids: A Perceptual Approach Horst Arndt and Helmut W. Pesch The Modern Language Journal Vol. 68, No. 1 (Spring, 1984), pp. 28-36 Published by: Blackwell Publishing Article Status.

http://www.jstor.org/stable/327692 ( 12 June 2012)

http://en.wikipedia.org/wiki/Nonverbal_communication (25 June 2012)

http://www.hrepic.com/Teaching/GenEducation/nonverbcom/nonverbcom.htm (25 June 2012)