A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Chapter I

The Problem and its Background

Introduction

“What you do speaks so loudly that I cannot hear what you say”, R.W. Emerson, an

American essayist, lecturer, philosopher, and poet once said. It might be a cliché but there’s truth

in the saying that actions speak louder than words. There are some people who pretend to be

happy but the truth is that they’re sad, however, you can see it through their eyes and on the way

they act in front of anyone.

Communication is one the most important factors in teaching. Teachers and students

should have proper communication for better teaching, better learning, and therefore, better

understanding. There are two types of communication: the verbal and the nonverbal. Verbal

communication is the communication of everyone in words; it is more on speaking than gestures.

Nowadays, teachers teach using different facial expressions, hand gestures, speed, tone and

volume of voice. These strategies are called nonverbal communication.

For the past 25 years or so, there has been an increasing interest in nonverbal

communication among social scientists. Nonverbal communication has been found to be a vital

element within the total communication process, and can even supersede the spoken word.

Effective nonverbal communication can be learned, and ineffective nonverbal communication

can be unlearned. Educators, who deal with impressionable children and who rely on

communication to accomplish most of their tasks, should be masters of the art of nonverbal

communication. Yet the effective use of nonverbal communication in education is largely left up

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

to chance. If a teacher does use nonverbal communication effectively, it is probably because he

or she imitated someone else and/or has learned nonverbal communication by trial and error.

Nonverbal communication, in one way or another, might affect the teaching-learning

process. Some students, for example, learn better when there is eye contact, some becomes more

attentive if the tone of the teacher’s voice is high and aggressive, some relies more on teacher’s

hand gestures to comprehend the lesson.

The researchers decided to investigate the use of nonverbal communication from the

foundation of learning- the primary level. The purpose of this study is to know how the primary

teachers use nonverbal communication in class management. This paper will survey the use of

nonverbal communication in class management by practicing primary teachers.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Statement of the Problem

This study aims to investigate the use of nonverbal communication by primary teachers

in class management at New Life Christian School of Cavite for S.Y. 2018-2019. It also seeks to

know the following:

1. What is the profile of the respondents in terms of the following:

1.1 Age
1.2 Gender
1.3 Civil Status

2. What is the respondents' nonverbal communication (as perceived by the researchers)

in terms of the following:

2.1 Pitch or tone of voice

2.2 Eye Contact
2.3 Body Movement
2.4 Facial Expression
2.5 Desisting Deviancy

3. What nonverbal communication is used by the primary teachers in terms of:

3.1 classroom management
3.2 classroom environment

Definition of Terms

Definitions for technical terminology are often defined according to the discipline or

profession in which they are used. In order to ensure consistency throughout the study and for

future replication, the following operational definitions are provided.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Nonverbal Communication. It is used in teaching and can help the students learn easier

and faster. This is a type of communication wherein people use hand gestures, different speed

and tone of voice, eye contact, body movements, and facial expressions.

Primary Teachers. In this research, they are the teachers of Kinder 1 and 2, and Grades

1, 2, and 3.

Class Management. It is used by a teacher to describe the process of ensuring that the

classroom lessons run smoothly without any distractions to the students.

Scope and Delimitations

The researchers focused on the pitch or tone of voice, eye contact, body

movement, facial expression, and desisting deviancy as variables of nonverbal communication.

The researchers’ limited the study to all primary teachers in New Life Christian

School of Cavite.

Significance of the Study

The results of this study are considered to be useful and significant to the following:

School Administrators. This study can help the administrators become aware of the most

effective way of communication and instruct the teachers to apply it as they teach the students.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Teachers. This would help the teachers improve their way of communication as they teach.

Teachers would have the chance to apply verbal and nonverbal communication to engage the

students’ learning process.

Future Researchers. This research may serve as a guide or reference for those who will conduct

a study that is related to this research. It may help them understand their research better.

Theoretical Framework

Boilean (1981) found that beginning teachers forget or are not aware of the power of

nonverbal communication. Before a teacher says the first word, a message environment is

created in the classroom by the desk arrangements, time structures, procedures for talking, and

relationships among people. Additional nonverbal messages are sent by the way the teacher

walks to the front of the room, his or her clothes, focus of eye contact, and distance from

students. Because the spoken word in the classroom utilizes the nonverbal environment for

context and meaning, a successful educator includes nonverbal and verbal elements which

contribute to the total, complex communication system in the classroom (Boilean, 1981).

Miller (1980) found that two-thirds of communication is nonverbal. If students have an

outstanding teacher, going to class can be like going to the theatre. Enthusiasm is communicated

nonverbally by facial expressions, body movements and excitement in the teacher's voice.

Knowledge of nonverbal behaviors in the classroom is essential, and teachers should have a goal

to improve their nonverbal actions (Miller, 1980).

Conceptual Framework

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

The researchers used the Input-Process-Output framework to describe the plot of the

research.

Input Process Output

Conduct seminars or
meetings with lectures
Conduct a survey about utilizing
by administering nonverbal cues to
Researchers’ evaluation of
teacher-respondents’ questionnaires students and other
nonverbal communication discussions related to
skills Classroom
nonverbal
Observation
communication.

Figure 1

Conceptual Paradigm

A directional arrow pointing to the next box connects the process of the research. The

teachers’ self-evaluation of their nonverbal communication skills and the researchers’ evaluation

of teacher-respondents’ nonverbal communication skills serve as the input of the study. The

processes done were to conduct a survey by administering questionnaires and to observe the

teachers’ way of teaching. The third box contains the output of the research.

Chapter II

Review of Related Literature and Studies

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Many social scientists have done research in the field of nonverbal communication as it

affects students and educators. The questionnaires, activities and strategies for teachers to

improve their nonverbal communication effectiveness were based on the review of related

literature.

Brause and Mayer (1982) observed that teachers organize classrooms by using verbal and

nonverbal mechanisms. Successful interaction in the classroom depends upon sensitivity to

nonverbal as well as verbal rues (Brause& Mayer, 1982).

Can teachers increase their effectiveness in class management by "reading" and using

nonverbal communication? Shepardson (1980) answers positively, saying that one advantage of

nonverbal communication in the classroom is the ability to get a message across without having

to stop everything to get the class' attention. For example, if an individual student is uncertain

about where to place a completed paper during a creative writing session, pointing to the

designated place is less disruptive than verbally telling the student where to place the paper.

Seefeldt (1980) found that in the lower grades where learning centers are often used, the

teacher can occasionally scan the room and communicate with a gesture, smile, or eye contact to

a child in another area of the room. Feedback of the nonverbal variety, though not extensive,

usually is all that is needed to help a child feel confident and/or to continue with a task.

Vargas (1984) maintains that since research indicates that nonverbal communication is a

very significant element in communication, students should be helped to look at it consciously.

One way is for the teacher to use creative dramatics to help students understand nonverbal

communication. In this way, students can be encouraged to see, through direct participation, the

powerful effects of nonverbal communication.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Hughes (1981) found that self-esteem is the key to motivating student achievement.

Teacher expectations are directly linked to student performance. Projected through nonverbal

actions, teacher expectations can motivate or discourage. Desirable nonverbal cues express

warmth, respect, concern, fairness, and a willingness to listen, whereas undesirable cues can

communicate coolness, superiority, disinterest and disrespect (Hughes, 1981).

Arndt and Pesch (1984) find NVC to be invaluable in teaching foreign languages. They

see nonverbal cues as being vital in communicating attitudes, beliefs, intentions, and sometimes

even cognitive content.

Anderson and Withrow (1981) studied lecturer nonverbal expressiveness in videotaped

lessons. Students liked the lecturer and videotape significantly more when the lecturer was

expressive nonverbally. They concluded that nonverbal expressiveness can be a positive factor in

improving instructional effectiveness.

Chapter III

Research Methodology

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

This chapter describes the procedures that were followed in conducting the study.

Description of the research design, target population, sampling technique, research instruments,

data collection, and analysis procedures are done which includes the application of the statistical

tool for treatment of data gathered by the researchers.

Research Design

This study used the observational research or the field research.It is a type of

correlational research wherein the researcher observes ongoing behavior. It is simply studying

behaviors that occur naturally in contexts. Observational research is particularly prevalent in the

social science and in marketing. It is a social research technique that involves the direct

observation of phenomena in their natural setting.

Subject of the Study

This study focused on the use of nonverbal communication by primary teachers in class

management at New Life Christian School of Cavite School Year 2018-2019. The respondents

were 11 primary teachers. There was no sampling technique used because the researchers used

the whole population as respondents.

Research Instrument

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

The main instrument used in this research was a questionnaire specially designed for this

study. The questionnaire was developed from the review of related study.

One of the purposes of this study was to find out if primary teachers actually use

nonverbal communication effectively in class management. Therefore, the questions in the

questionnaire were divided into two sections: 1) instructional procedures, and 2) desisting

deviancy and with-it-ness.

The said questionnaire was presented to the adviser and English subject teacher for

approval. Validation procedure followed to ensure its reliability before it was administrated to the

target respondents. Using the questionnaire, the respondents were requested to rate each item to

identify their differences on the use of nonverbal communication in class management. The same

questionnaire was answered by the researchers after they observed the teacher respondent in a

classroom set-up.

To further analyze the respondents nonverbal communication (as perceived by the

researchers), the following arbitrary scale was used.

Numerical Mean Verbal

Rating Value Ranges Interpretations
5 4.20 – 5.00 Always
4 3.40 – 4.19 Usually
About Half of the
3 2.60 – 3.39
Time
2 1.80 – 2.59 Seldom
1 1.00 – 1.79 Never

To further analyze the researchers’ evaluation on respondents’ nonverbal communication

(nonverbal communication techniques and classroom environment), the following arbitrary scale

was used.

Numerical Frequency Verbal

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Rating Value Rating Interpretations

5 29 – 33 Always
4 22 – 28 Usually
About half of the
3 15 – 21
time
2 8 – 14 Seldom
1 0–7 Never

Data Gathering Procedure

To gather the necessary data from the respondents, the researchers prepared a letter

seeking permission from the school principal to administer questionnaires to the respondents.

Upon approval, the researchers met the target respondents to explain the purpose of the study.

The researchers administered questionnaire to the respondents. The researchers gave the

respondents an assurance that the answer to the questionnaire will be kept confidential. The

researchers gave enough time to the respondents to answer the questionnaires. The accomplished

questionnaires were retrieved; then, responses were tallied, tabulated, statistically treated,

analyzed, and interpreted. The researchers also conducted an observation of the teacher

respondents while they teach. Therefore, self-evaluation by teacher respondents and researcher

evaluation were done to gather better results.

Statistical Treatment of Data

To analyze and interpret the data gathered about the use of nonverbal communication by

primary teachers in class management at New Life Christian School of Cavite, the researchers

used the following statistical tools:

Frequency and Percentage. This was used to determine the frequency distribution of the

respondents when grouped according to their profile such us sex, age, and civil status. It was also

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

used to determine the perception (through observation) of the researchers towards the teacher

respondents’ use of nonverbal communication.

f
Formula: P= x 100
N
Where: P= percentage

f= frequency

N= total number of respondents

Weighted Mean. It was used to determine the use of non

\verbal communication by primary teachers in class management of the respondents.

❑

Formula:
∑ fw
M= ❑
N

Where: M= weighted mean

❑
∑
❑
fw=∑ of frequency

N= total number of respondents

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation of the findings, analysis, and interpretations of data

gathered by the researchers. The data presented in textual and tabular form organized to its

designed sequence which follows the order of presentation of the specific problems stated in the

chapter 1.

1. What is the profile of the respondents in terms of the following?

Age Frequency Percentage(%)

21-25 7 63.64%
26-30 0 0%
31-35 0 0%
36-40 0 0%
41-45 3 27.27%
46-50 0 0%
50 above 1 9.09%
Total 11 100%

Table 1.1 Frequency and Percentage Distribution of the Respondents by Age

As revealed in the Table 1.1, 7 of the respondents are ages 21-25 with a percentage of

63.64%. On the other hand, 3 of the respondents are ages 41-45 with a percentage of 27.27%.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Only one or 9.09% of the respondents is above 50. Therefore, most of the teachers in New

LifeChristian School of Cavite ages from 21-25.

Table 1.2 Frequency and Percentage Distribution of the Respondents by Gender

Gender Frequency Percentage(%)

Male 1 9.09%
Female 10 90.91%
Total 11 100%
Table 1.2 shows the profile of the respondents in terms of gender. It indicates that there is

only one male respondent with the percentage of 9.09% and ten female respondents with the

percentage of 90.91%. In total, there are 11 respondents. This shows that most of the respondents

are female.

Civil Status Frequency Percentage (%)

Single 7 63.64%
Married 4 36.36%
Total 11 100%

Table 1.3 Frequency and Percentage Distribution of the Respondents by Civil Status

As seen in the Table 1.3, seven of the respondents are single, with a percentage of

63.64%. Four of the respondents are married, with a percentage of 36.36%. Most of the teacher-

respondents are single

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2. What is the respondents’ nonverbal communication (as perceived by the researchers)

in terms of the following:

2.1 Pitch or Tone of Voice

Pitch or Tone of Voice

6

4
Series 1
3

0
1 2

Figure 2 Respondents’ Nonverbal Communication in terms of Pitch or Tone of Voice

As shown in the figure 1, the statement “A fairly high noise level in your classroom

concerns you since it can be fatiguing to the children (and to you).” gained the higher rating

value of 5. The statement “In the classroom, long pauses or silences delight you-they seem to

indicate good thinking or can emphasize a point.” got the lower rating value of 4.

2.2 Eye Contact

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Eye Contact
6

4
Series 1
3

0
1 2 3 4

Figure 3 Respondents’ Nonverbal Communication in terms of Eye Contact

Specifically, the statement “You believe that eye contact plays a big part in establishing

good rapport with your students, and use this technique.” gained the highest rating value of 5.

The statement “You note that Betty needs to go to the “time out” area. You establish eye contact

with Betty and point to the “time out” area.” received the lowest rating value of 3.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2.3 Body Movement

Body Movement
4.5
4
3.5
3
2.5 Series 1
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10 11

Figure 4 Respondents’ Nonverbal Communication in terms of Body Movement

As shown in the figure, in the statements “In the classroom, you move among your

students, sit on the floor with them, and go to them when they need help rather than having them

come to you.” gained the highest rating value of 4. The statement “The class is busily and

quietly working on a creative writing assignment. Johnny asks you where to put his completed

paper. You point to a place on your desk.” received the lowest rating value of 3.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2.4 Facial Expression

Facial Expression
3.5

2.5

2 Series 1
1.5

0.5

0
1 2

Figure 5 Respondents’ Nonverbal Communication in terms of Facial Expression

Table 2.4 shows that the statement “You tend to be very aware of the expression on your

face, since it can set the climate for the day.” got a higherrating value of 3. On the other hand,

the statement “You have just asked Joan, a quiet, meditative child, a comparative question. After

about thirty seconds with no response, you continue to wait for Joan's answer.” got a lower

rating value of 2.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

2.5 Desisting Deviancy

Desisting Deviancy
6

4
Series 1
3

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Figure 6 Respondents’ Nonverbal Communication in terms of Desisting Deviancy

Specifically, the statement “Your classroom is arranged so that you can see all the

students at all times.” gained the highest rating value of 5. The statement “You have seating

alternatives in your classroom in addition to school chairs, such as rugs, hassocks, or pillows.”

received the lowest rating value of 3.

3. What nonverbal communication is greatly used by the primary teachers in terms of:
a. classroom management

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Bar Graph 1: A Comparison of the Primary Teachers’ Nonverbal Communication Based on

the Respondents’ Self-evaluation and Researchers’ Observation in terms of Classroom

Management

Figure 6
6

4
Series 1
3

0
1 2 3 4 5 6 2 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Bar graph 1 shows the comparison of the primary teachers’ nonverbal communication

based on the respondents’ self-evaluation and researchers’ observation in terms of class

management.

In terms of respondents’ perception, the type of nonverbal communication situation (class

management) that they use the most is “Your classroom is arranged so that you can see all the

students at all times.” On the other hand, the type of nonverbal communication situation (in

terms of classroom management) that they use the least is “You have just asked Joan, a quiet,

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

meditative child, a comparative question. After about thirty seconds with no response, you

continue to wait for Joan's answer.”

In terms of researchers’ observation, the type of nonverbal communication situation

(class management) that the respondents use the most is “Your classroom is arranged so that you

can see all the students at all times.” On the other hand, the type of nonverbal communication

(in terms of classroom management) that they use the least are “Your class is playing a game

which involves identifying pictures as either plants or animals. You label half the class "plants"

and the other half "animals" and have each side stand or raise hands to indicate a plant of

animal picture.”, “You use role playing as a teaching technique in your classroom.”,” Jason and

Billy are sparring off in the art corner again. You walk quickly but calmly to them and put a

hand on each back.”, “Susie is more engrossed in her neighbor's new barrettes than in the story

during reading circle time. You walk behind her and move her chair slightly or put your hand on

her shoulder.”, “You have to tell Nancy, who is timid and insecure, that her mother will be late

to pick her up from school. You kneel or sit by Nancy so that you are at eye level with her when

you tell her.” “You want to praise Sammy for his extra effort in doing his homework last night.

You call him to your desk and maintain eye contact with him while praising him.”, “When

pairing students to share desks or tables, you allow children who enjoy physical contact with

others to sit together and pair the "non-contact" children with each other.” And “You believe

that a windowless classroom fosters boredom and depression.”.

Bar Graph 2: Primary Teachers’ Nonverbal Communication in terms of Classroom

Environment

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Figure 7
4.5
4
3.5
3
2.5 Series 1

2
1.5
1
0.5
0
1 2 3 4 5 6 7

Bar graph 2 shows the comparison of the primary teachers’ nonverbal communication

based on the respondents’ self-evaluation and researchers’ observation in terms of classroom

environment.

In terms of respondents’ perception, the type of nonverbal communication (in terms of

classroom environment) that they use the most is “Pathways are clear.”, “The "teacher's area"

is an integral part of the total environment.”, and “Each student has his or her own space.”

On the other hand, the type of nonverbal communication (in terms of class

management) that they use the least is “There are a variety of available spaces (quiet, small

group, large group, learning materials, storage).”

In terms of researchers’ observation, the type of nonverbal communication (in terms of

classroom environment) that primary teachers use the most is “The seating arrangement is

flexible.”, “Pathways are clear.”, “Spaces are easy to get to.”, “All the elements in the

classroom are child-sized”. On the other hand, the type of nonverbal communication (in terms of

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

classroom environment) that they primary teachers the least is “The "teacher's area" is an

integral part of the total environment.”

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Chapter V

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of results, the conclusions derived from the findings

and the recommendations based on the findings of the study.

Findings

From the analysis and interpretation of the data gathered, the following were the findings

of this study:

1. Profile of the Respondents

The findings show that in terms of age, majority (63.64%) of the respondents

were in the bracket of 21-25. In terms of gender, most (90%) of the respondents were

female, and majority (63.64%) of the respondents are single.

2. Teacher’s Nonverbal Communication

Among the five nonverbal communications of primary teachers, the respondents’

pitch or tone of voice, eye contact, body movement, and desisting deviancy were

interpreted as “Usually” with a calculated mean of 3.409, 3.977, 3.496, and 4.136,

respectively. Facial expression had a calculated mean of 3.182 and interpreted as “About

half of the time”.

3. Nonverbal Communication Used by Primary Teachers

Based on the study that the researchers conducted, it was found out that in terms of

classroom management, the statement, “Your classroom is arranged so that you can see all the

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

students at all times.” was perceived as being practiced by the primary teachers, and it is both

based on the respondent’s and researchers’ evaluation.

On the other hand, the type of nonverbal communication in terms of classroom

management that the primary teachers perceive as the least they practice is the statement “You

have just asked Joan, a quiet, meditative child, a comparative question. After about thirty

seconds with no response, you continue to wait for Joan's answer.”On the other hand, the type of

nonverbal communication in terms of classroom environment that the researchers perceive as

the least practiced by primary teachers are statements which concerned mostly of role-playing

activities and tolerating a child from having tantrums or pleasing the children.

With regards to classroom environment, the statements “Pathways are clear.”, “The

"teacher's area" is an integral part of the total environment.”, and “Each student has his or her

own space.” are perceived as the most perceived by the respondents. The statement “There are a

variety of available spaces (quiet, small group, large group, learning materials, storage).”is the

least perceived by the respondents.

In terms of researchers’ observation, the statement “The seating arrangement is

flexible.”, “Pathways are clear.”, “Spaces are easy to get to.”, “All the elements in the

classroom are child-sized”. are the most perceived by researchers. On the other hand, the

statement “The "teacher's area" is an integral part of the total environment.” is the least

perceived by the researchers. According to the researchers’ observation, there are statements that

the teachers always practice but most are observed to not being done.

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Conclusions

Based on the aforementioned findings of this study, the following conclusions were drawn:

1. In New Life Christian School of Cavite, there are more young primary teachers than

those in older age. The number of female teachers are dominant. Most of the teachers are

single and there are some (4 out of 11) who are married.
2. In terms of teachers’ nonverbal communication, pitch or tone of voice, eye contact, body

movement, and desisting deviancy were noted as usually. Teachers use the said nonverbal

communication types almost all of the time. This shows that teachers have different pitch

or tone of voice when it comes to teaching primary students; they are using eye contact as

they speak to their pupils, they make hand gestures and sign languages or actions to

communicate to their students. Primary teachers use facial expressions lesser than the

other types of nonverbal communication.

3. In terms on the use of nonverbal communication by teachers, they are using nonverbal

communication when it comes to classroom management and classroom environment. In

terms of classroom management, primary teachers are mostly concerned of the seating

arrangement of the students. On the other hand, they are least concerned with tolerating

tantrums and inactive participation of pupils. When it comes to classroom environment,

primary teachers are concerned with the spaces and flexibility of the environment. There

is an opposite perception coming from the respondents and researchers. Teachers’ area,

being the integral part of the environment, was perceived by primary teachers as their

most concern, oppositely, the researchers evaluated it as their least concern.

Recommendations

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Based on the findings and conclusions of the study, the following are recommended:

For the Administrator

 The administration must orient the primary teachers about the nonverbal

communication especially to the new teachers. This, can be done through

seminars or meetings with lectures about utilizing nonverbal cues to students and

other discussions related to nonverbal communication.

For Teachers

 Teachers must practice nonverbal communication as they teach, especially if they

are teaching primary students because their nonverbal communication can affect

the behavior or attitude of the students.

 Teachers should maintain using nonverbal communication as they teach because it

helps the pupils learn much easier. Nonverbal communication can make

discussions easier and faster, like when they do sign languages to make the

students do something.

For the Future Researchers

1. For deeper studies, they must find out the impact of verbal communication and

nonverbal communication of teachers to students’ classroom behavior.

2. They may try to find out, on the other hand, the impact of secondary teachers’

nonverbal communication in classroom management.

3. They may also find out the better way of communicating to students to achieve a

better learning: verbal or nonverbal communication.

References

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 A Survey on the Use of Nonverbal Communication by Primary Teachers in Class Management

Anderson, J. F., &Withrow, J. G. (1981). The impact of lecturer nonverbal expressiveness on

improving mediated instruction. Communication Education, 30, 342-353.
Arndt, H., &Pesch, H. W. (1984). Nonverbal communication and visual teaching aids: A
perceptual approach. The Modern Language Journal, 68, 28-36.
Boilean, D. M. (1981). Nonverbal communication: Classroom influence and topic.
Communication Education, 30, 305-306.
Brause, R. S., &Mayher, J. S. (1982). Teachers, students and classroom organizations.
Research in the Teaching of English, 16, 131-148.
Hughes, J. R. (1981). How do you behave: Your nonverbal actions are critical to student
motivation.Music Educators Journal, 67, 52-53.
Miller, P. W. (1980). Improving communication through what you don't say. VocEd, 22, 22-
23.
Mahrabian, A. (1968). Communication without words. Psychology Today, 2, 53-55.
Seefeldt, C. (1980). Teaching young children. Englewood Cliffs, NJ: Prentice-Hall.
Shepardson, R. D. (1980). Elementary teacher's discipline desk book. W. Nyack, NY: Parker.
Vargas, M. F. (1984). Studying nonverbal communication through creative dramatics.
English Journal, 73, 84-85.
A Survey of the Use of Nonverbal Communication by Primary Teachers in Class
Management. Retrieved from
https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1043&context=etd
Emerson, R.W. stated “What you do speaks so loudly that I cannot hear what you say.”
Retrieved from
https://www.goodreads.com/quotes/11079-what-you-do-speaks-so-loudly-that-i-
cannot-hear

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