Teacher-Students’ Nonverbal Communication


Teacher-Students’Nonverbal Communication


NonverbalCommunication and Teacher-Student Relationship

Oneof my most significant real life situations of nonverbal situation isthe interaction I have with my teacher in direct sales and marketingclass that I joined recently. This is a two-week class offered forthose wishing to start direct sales and marketing jobs. I joined thisclass to sharpen my skills direct sales, so that I can join apart-time direct sales job. During the class, the teacher uses a lotof nonverbal cues in his teaching process. This makes thecommunication between us a case to explore. Since language istypically absent in a nonverbal cues, the teacher and I use facialexpressions, touch, eyes, and a tone of voice, dressing manner,spatial distance and posture when communicating. The discussion onthis real relationship in my sales and marketing class will explorethe role of nonverbal communication in the affiliation and present acomparison between me and the teacher. The discussion will furtherpresent the how nonverbal immediacy affects the relationship with theteacher and its advantages and disadvantages.

Nonverbaltype of communication played an important role in determining whetherthe type of relationship is positive or negative. During my learningexperience, I have come to understand that a higher percentage ofcommunicated messages during lectures are attributed to non-verbalcues. This therefore indicates that alertness during that process isan essential attribute that enables proper identification andaccurately interpreting any non-verbal cues (Calero, 2005). For thisreason, I have had to lay more attention to appearances, bodylanguages as well as the tone of voice used during the process ofcommunication. Additionally, for the relationship to be effective weeach have to play an active role of using these tools to communicate.

Moreover,it is important to note that nonverbal face to face communication isthe indicator of my personal evaluation by the teacher. The teacheris able to note any communications that point to my cognitivelearning abilities on impacted skills. The process identification andaccurately interpreting non-verbal cues is achieved throughobservation and imitating expressions from other people (Calero,2005). Generally, young children heavily rely on nonverbalcommunication to effectively communicate to the adults. Therefore,nonverbal communication is natural skill that can be learnt andachieved by any individual.

Theface to face nonverbal communication that exists in my sales andmarketing class has been particularly important in the process ofmanaging the relationship already established. I have come toexperience that when the teacher uses body language to communicate, arelationship is established between us. This is especially importantto some students who have special needs. The consequent use of bodylanguage by teachers thus makes them feel safe and provides them witha supportive environment (Calero, 2005). It is worth noting thatthere are various functions that are associated with nonverbal cues.Teachers for instance use nonverbal communication as a way ofpersuasion or controlling the behavior of students in class. Inaddition, embellishing, stressing, complimenting and clarification ofclass materials can be achieved through nonverbal communication(Calero, 2005). This essentially means that the teacher often usesnonverbal communication as substitutes to verbal communication whenusing several body gestures.

Oneof the common nonverbal cues is the use of intonation by the teacherwhen giving class lectures. In this case, the teacher’s pitch ofvoice falls and rises when speaking to students. In this manner, as astudent I am able to understand and interpret whether the teacher’scommunication is a statement or a question. In addition, the use ofintonation indicates an ultimate end of body of information. Lastly,intonation is an effective tool through which a teacher is able tolay an emphasis in a certain idea, detail or word.

Nonverbalcommunication normally contains some notable differences mainlythrough the use of limbs and emblems. An effective tool used during aface to face nonverbal communication in classrooms is the use ofgestures. This is particularly achieved through the use of limbs suchas hands. This is a common method used by teachers in expressing,emphasizing, confirming the teacher’s intentions or attitude(Calero, 2005). It is important to note that this type of nonverbalactivity mostly accompanies oral discourse. Conversely, as a studentI have used emblems in communicating to teachers in classrooms eitherto confirm understanding or show discontentment. There are particularhand gestures that are known to have a universal, cultural oridiosyncratic meaning (Calero, 2005).

Nonverbalimmediacy affects the teacher-student relationship by successfullyeliminating perceived distance in my classroom experience. This isachieved by creating a more relaxed and conducive learningenvironment thereby making the learning experience to be enjoyable. Afew immediacy behaviors which have contributed to this success issmiling while explaining or learning, appropriate touch that confirman understanding or inquire and more relaxed body gestures. It isalso important to note that immediacy behaviors are the mainindicators to my personal responsiveness as far as the teachers’efforts in class are concerned. All these immediacy behaviors are allseen important to define the type of relationship that exists inclass.

Themain advantage of immediacy behaviors is the fact that it draws theteacher and I closer towards the contexts of discussions. This meansthat I am able to enjoy my learning experience by gaining the muchneeded knowledge impacted by the teacher. In this case, the voice isused by either individual in expressing nonverbal paralinguisticmessages. Some key examples of paralinguistic messages communicatedare tone of voice, intonations and vocally produced pauses or sounds(Calero, 2005). On the other hand, a key disadvantage of immediacy itmay not be applicable to some cultural backgrounds. In this case,where a certain immediacy behavior is deemed appropriate in onecultural background, it may not be the same to other cultures. Forthis reason, there is need of understanding the cultural contexts ofthe individual with whom one communicates these immediacy behaviorsto avoid misunderstanding.


Calero,H. H. (2005). ThePower of Nonverbal Communication: How You Act Is More Important ThanWhat You Say.Los Angeles. Silver Lake Publishing