Teacher smiles as an interactional and pedagogical resource in the classroom

Jakonen, Teppo; Evnitskaya, Natalia

doi:10.1016/j.pragma.2020.04.005

Cited by 26 publications

(13 citation statements)

References 28 publications

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“…Whereas on the other hand, smile on teacher’s face reduces fear of being insulted by teachers upon giving wrong answer to a question and keep them motivated to listen to every bit of a lecture. In literature, a study explained beautifully that smile used in a classroom setting was powerful to invite student’s smile 19 as one of the participants said that teacher’s smile is contagious, and it spreads happiness among students.…”

Section: Discussionmentioning

confidence: 99%

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Aziz

Farhan²,

Hassan³

et al. 2021

Pak J Med Sci

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Objective: To explore student’s perceptions regarding impact of kinesics (facial expressions, gestures, head movements and postures) on undergraduate medical education. Methods: A qualitative exploratory online survey was conducted from July-Sept 2020 among purposively chosen final year BDS students (n=150) of three dental colleges of Islamabad during COVID-19 lockdown phase. Semi-structured survey questions were validated and piloted before execution. Thematic analysis was performed, and consensus was built among all authors regarding findings, hence ensuring analytical triangulation. Results: Response rate was 46% (69/150). Twenty sub-themes emerged under three domains of kinesics. Participants told that ‘neutral expressions’ frequently used by teachers create ‘boring learning environment’ and ‘hesitation among students to ask questions.’ A smile of teacher imparts ‘new degree of interest in the subject’ and gives ‘freedom of expression’ to the students. On contrary, anger ‘demotivate’ students, instills ‘fear among them’, make them anxious therefore, they are ‘unable to understand lectures’ which ultimately leads to ‘loss interest in the subject’. Use of gestures by teachers creates ‘enjoyable teaching-learning process’ but movements such as clearing throat or shaky legs produce ‘constant split-second interruption’. Moreover, standing posture of teachers bring ‘interest and alertness among students’. Conclusion: Nonverbal communication can have positive or negative impact on undergraduate medical education. Therefore, teachers may start lecture with a smile and anger should be avoided to produce friendly and healthy learning environment. Faculty training is required for the effective use of nonverbal communication strategies to create an optimal learning environment for the students. doi: https://doi.org/10.12669/pjms.37.7.4180 How to cite this:Aziz A, Farhan F, Hassan F, Qaiser A. Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4180 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Aziz

Farhan²,

Hassan³

et al. 2021

Pak J Med Sci

View full text Add to dashboard Cite

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“…A worth mentioning teacher's opinion about a smiling educator is that it could create a nonserious environment if wrongly perceived. Well, it has already been beautifully explained in the literature that teacher's smile within a class could invite student's smile [18] . One of the students in this study said that "a smiling teacher creates a good feeling among students".…”

Section: Discussionmentioning

confidence: 99%

Medical Educator's Nonverbal Behavior and Its Impact on Students and Educational Environment

Aziz

Majeed

Malik

2021

JUMDC

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BACKGROUND & OBJECTIVE: Nonverbal communication has been overlooked in medical education. The purpose of this study was to explore student-teacher perceptions regarding impact of nonverbal behavior of medical educators on educational environment. METHODOLOGY: A qualitative exploratory study was conducted among purposively chosen final year students (n=150) and medical teachers (n=73) from three dental colleges of Islamabad. A web-based survey concerning three domains of kinesics (Facial expressions, Gestures, Head movement and postures) was developed and validated before execution. Comparison of participant’s responses to closed-ended questions was done by applying Fisher’s Exact Test and open-ended questions were thematically analyzed. RESULTS: Response rate of students and teachers was 46% and 63% respectively. Five out of nine closed-ended questions gave statistically significant difference among student’s and teacher’s responses (p≤0.05). Twenty-seven subthemes emerged from three domains of kinesics. Students revealed that happy mood of their teachers reduces boredom in the classroom and a teacher’s smile lets them freely express anything, whereas anger produces fear among them. According to the educators a happy instructor inspires students to study and makes the environment friendly and an undemanding smile helps build a rapport with students. Moreover, positive gestures used by teachers encourage students to clarify concepts and upright posture brings energy and motivation to the classroom. CONCLUSION: A teacher’s nonverbal behavior has a profound effect on educational environment. A smile on a teacher’s face creates a friendly and fearless environment whereas anger creates barriers to communication. A happy teacher can generate a pleasant and motivating learning environment.

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“…Relasjons-og emosjonsarbeid viser seg også i hvordan laerer responderer når elever direkte utfordrer aktiviteten laereren legger opp til. Humor og/eller nedtonede smil kan vaere måter å håndtere elevers normative overtramp uten å måtte kjefte eller på andre måter true relasjonen til elevene (Jakonen & Evnitskaya, 2020). Laereren kan også bruke smil for å håndtere emosjonelle problemer som kan oppstå når elever svarer feil på laererens spørsmål (Tainio & Laine, 2015).…”

Section: Relasjons-og Emosjonsarbeid I En Institusjonell Kontekstunclassified

“…Laereren kan også bruke smil for å håndtere emosjonelle problemer som kan oppstå når elever svarer feil på laererens spørsmål (Tainio & Laine, 2015). Å bygge positive relasjoner med elevene kan også gjøres gjennom å skape rom for, og stimulere til, interpersonlig fokus og emosjonell deling gjennom for eksempel å legge vekt på personlige følelser, erfaringer og fortellinger, samt humor, spøk og latter (Jakonen & Evnitskaya, 2020;Waring, 2018). Studier av klasseromsinteraksjon har vist at mer personlige samtaler gjerne oppsto når laereren bydde på seg selv ved å uttrykke egne holdninger og identiteter (Richards, 2006), eller ved at laereren spurte elevene åpne eller personlige spørsmål og verbalt anerkjente og/eller bekreftet de emosjoner og holdninger som elevene ga uttrykk for (Waring, 2018).…”

Section: Relasjons-og Emosjonsarbeid I En Institusjonell Kontekstunclassified

Visuelle vendinger i videoanalyse: Transkripsjon i møte med barnehagens marginaliserte og målbundne materialiteter

Telnes¹

2021

Videoforskning På Ulike Læringsarenaer

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This chapter is a methodological and ethical examination of the following research question: How does one transcribe and analyze the presence and practices of the kindergarten’s youngest children, and other human and non-human actors, in a way that shows their agency and contributions? Video recording is a common method of data generation in social science research and poses the challenge of bringing the audiovisual data into academic texts. Traditionally, video recordings are transformed into pure textual representations called transcription. In particular, it is often the audible speech acts that inform the transcription and analysis, at the expense of the visuals in the video recordings. The embodied, experiential, aesthetic, material and multimodal can be difficult to present through written language alone. The significance of materiality, nonverbal behavior and bodily interaction is enhanced with one- and two-year-old children, whose expressions are often dominated by the nonverbal. Through examples from pedagogical video research in kindergarten, the author explores how different ways of transcribing and analyzing video can visualize the presence, interactions, and practices of the youngest children, the kindergarten teachers and other actors. A visual turn toward poetic video-transcription, multimodal transcription, and a hybrid between drawings and transcription the researcher has named ‘cartoon transcription’, helps to limit marginalization of the different actors and their multifaceted contributions. Breaking the hegemony of the word over the visual can make bodily, spatial, and material resources visible. A fusion of words and images can produce new forms of knowledge, contribute to a high epistemological standard and provide transparency.

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Teacher smiles as an interactional and pedagogical resource in the classroom

Cited by 26 publications

References 28 publications

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Medical Educator's Nonverbal Behavior and Its Impact on Students and Educational Environment

Visuelle vendinger i videoanalyse: Transkripsjon i møte med barnehagens marginaliserte og målbundne materialiteter

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