It's What You Say and What You Do! Nonverbal Immediacy Behaviors: A Key to Effective Communication

Abstract

Lisa Skow is assistant professor of communication and Todd Whitaker, a former principal, is assistant professor of education, both at Indiana State University, Terre Haute. Readers may continue the dialogue on the Internet with Skow at cmskow@ruby.indstate.edu and with Whitaker at eawhitak@befac.indstate.edu.Communication skills are the most important tools principals have available to them as they interact with children, parents, and teachers. A principal's ability to influence and manage people hinges on his or her ability to communicate in a variety of ways with different people throughout any given day. , 0.~. he communication skills of principals have been well documented as key to their success as administrators (Danley and Burch, 1978;Strother, 1983;Walker, 1990). One of the most essential tools to being an effective communicator is to be aware of how you are perceived by others. A key to this is being aware of your nonverbal as well as your verbal communication. Like most aspects of the principalship, the approach a leader takes toward communication is situational. A frustrated teacher who is having difficulty controlling her class will require a different approach than an irate parent who storms into your office demanding to know why his son has been suspended. Each situation will require using effective communication such as selecting appropriate verbal responses that can help defuse a tense interaction. In addition, principals dealing with a frustrated teacher or angry parent should be aware of how they are communicating nonverbally, such as their tone of voice or use of eye contact. In fact, what a principal communicates nonverbally can often defuse a difficult interaction more effectively than the words spoken.