Teachers' nonverbal expectancy communication
In the following study I tried to examine some factors in teacher nonverbal expectancy communication. Having had a closer look at nonverbal communication, it appeared as a basic means of communicating interpersonal attitude. The nonverbal cues used in attitude communication (such as: eye contact, sm...
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| Dokumentumtípus: | Szakdolgozat |
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1999
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| Online Access: | http://diploma.bibl.u-szeged.hu/77135 |
| Tartalmi kivonat: | In the following study I tried to examine some factors in teacher nonverbal expectancy communication. Having had a closer look at nonverbal communication, it appeared as a basic means of communicating interpersonal attitude. The nonverbal cues used in attitude communication (such as: eye contact, smile, forward body lean; or frowns, negative facial expressions) were tested all together with expectancy communication. Expectancy means that the teachers have assumptions about their pupils' school performance. They expect superior behavior from some; inferior or average performance from other pupils. They communicate these expectancies on the nonverbal level also. I investigated this in case of six teachers, observing their nonverbal interactions with 86 pupils. My first hypothesis was that: gifted pupils receive more positive and less negative nonverbal feedbacks, was confirmed. 5o were my other two hypotheses: boys receive more negative feedbacks than girls; and student teachers use less negative feedbacks than practising teachers. So teachers express liking or disliking such as other human beings but as they are professional educators and if pupil performance is affected by this, training in appropriate nonverbal behaviors for teachers may be included in their training program. Or at least they should use much less from negative feedback. |
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