The Teacher and Nonverbal Behavior in the Multicultural Classroom

Wolfgang, Aaron

doi:10.1016/b978-0-12-761350-5.50016-1

Cited by 13 publications

(10 citation statements)

References 15 publications

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“…These findings also suggest that teachers should be made aware of the possible impact of their nonverbal behavior and perhaps even trained in nonverbal skills (Smith, 1979;Wolfgang, 1979;Woolfolk & Brooks, 1983). But there is little unequivocal evidence that teaching effectiveness can be improved by training in nonverbal skills.…”

Section: Discussionmentioning

confidence: 99%

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Ambady

Rosenthal²

1993

Journal of Personality and Social Psychology

839

527

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The accuracy of strangers' consensual judgments of personality based on "thin slices" of targets' nonverbal behavior were examined in relation to an ecologically valid criterion variable. In the 1st study, consensual judgments of college teachers' molar nonverbal behavior based on very brief (under 30 s) silent video clips significantly predicted global end-of-semester student evaluations of teachers. In the 2nd study, similar judgments predicted a principal's ratings of high school teachers. In the 3rd study, ratings of even thinner slices (6-s and 15-s clips) were strongly related to the criterion variables. Ratings of specific micrononverbal behaviors and ratings of teachers' physical attractiveness were not as strongly related to the criterion variable. These findings have important implications for the areas of personality judgment, impression formation, and nonverbal behavior.

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Section: Discussionmentioning

confidence: 99%

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Ambady

Rosenthal²

1993

Journal of Personality and Social Psychology

839

527

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“…While many Western societies regard people as being slightly suspicious or "shifty" if they avoid a certain amount of culturally prescribed eye contact with a partner in face-to-face conversation, Japanse children are taught to refrain from direct eye contact with others (Morsbach 1973). In many Eastern cultures, downcast eyes are a sign of respect, which can lead to misinterpretation in the West (Levy 1979, Wolfgang 1979.…”

Section: Kinesicsmentioning

confidence: 99%

Actions Speak Louder Than Words: Paralanguage, Communication, and Education

Pennycook¹

1985

TESOL Quarterly

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This article examines the importance of paralanguage (kinesics, proxemics, and paraverbal features) in communication. Gestures, facial expressions, interfactional synchrony, eye contact, use of space, touching, aspects of voice modification, and silence are shown to play a crucial role in human interaction and to be highly culture‐specific. The implications of this broad paradigm of communication are discussed with respect to language development, and it is suggested that paralanguage be included as a primary facet of communicative competence. Finally, the importance of awareness of paralanguage in the classroom is discussed, and a number of suggestions are made to facilitate students' acquisition of paralanguage.

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“…Little research has been conducted on cultural differences in the expression of attentiveness and involvement, but the work of Darnell (1979), Erickson (1979), and McKessar and Thomas (1978) suggests that teachers who work with students from a cultural or racial group other than their own might misread the nonverbal cues of their students. The result could be an incorrect inference that the students are not listening or do not understand (Wolfgang, 1979(Wolfgang, , 1981. This mistaken conclusion might affect the expectations and attitudes the teacher forms about the students.…”

Section: Conclusion While Other Factors Influence Teachers' Formatimentioning

confidence: 86%