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A student may be unwilling to verbalize their lack of understanding for several reasons. In American classrooms in particular, if there are multiple students in the classroom, this unwillingness may come because the student that does not understand does not want the other members of the class to know that. If the teacher is effective at interpreting the students’ non-verbal cues, the lesson plan can be adjusted. In some cases, adjustment may not be beneficial. If only one or two students in a class of twenty are indicating a lack of understanding, it may make more sense to continue with the lesson plan and follow up later with these individuals. In order to make this determination accurately, it is crucial that the teacher is in tune with every student’s current state of
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This is a difficult ability to teach because gestures are not universal. What means one thing in a certain country or culture may have a completely different meaning to someone else. According to Hackman and Johnson (2004), “leadership effectiveness increasingly depends upon intercultural emotional competency” (p. 33). They further assert that this can only be accomplished by learning as much as possible about how emotional messages are conveyed in other cultures. This knowledge is gained mostly by experience, which is why it is important, as Pearce (2003) points out, to establish a connection with the audience. This is also true of the relationship between teachers and students. Johnson (2007) has reported some success in improving the ability by studying taped lessons. She noted that when student teachers evaluate their session, they sometimes notice obvious cues that were missed during the class. This awareness causes the teacher to look for certain cues during future classes, so it would seem that as the experience level of the teacher grows, so should the ability to interpret non-verbal …show more content…
In this study, lessons were filmed using two cameras, one focused on the teacher and the other on the entire classroom. The researchers tabulated frequency and duration counts of eye contact, facial expression, body movements, and touching. After the lesson, external judges evaluated the effectiveness based on observations of both cameras. The students were also asked to evaluate the effectiveness of the instruction. Surprisingly, there was no correlation found between student evaluations and gesture frequency and duration, while there was some correlation in the judges’ evaluations. This discrepancy may be explained by the concept that students’ perception of effectiveness may be influenced by factors that are irrelevant to actual effectiveness (Attia, Honeycutt, & Leach, 2005). The fact that the external judges had the perception that the more effective lessons included a greater frequency of non-verbal communication also supports the idea that emotional contact between teacher and student is
This is a difficult ability to teach because gestures are not universal. What means one thing in a certain country or culture may have a completely different meaning to someone else. According to Hackman and Johnson (2004), “leadership effectiveness increasingly depends upon intercultural emotional competency” (p. 33). They further assert that this can only be accomplished by learning as much as possible about how emotional messages are conveyed in other cultures. This knowledge is gained mostly by experience, which is why it is important, as Pearce (2003) points out, to establish a connection with the audience. This is also true of the relationship between teachers and students. Johnson (2007) has reported some success in improving the ability by studying taped lessons. She noted that when student teachers evaluate their session, they sometimes notice obvious cues that were missed during the class. This awareness causes the teacher to look for certain cues during future classes, so it would seem that as the experience level of the teacher grows, so should the ability to interpret non-verbal …show more content…
In this study, lessons were filmed using two cameras, one focused on the teacher and the other on the entire classroom. The researchers tabulated frequency and duration counts of eye contact, facial expression, body movements, and touching. After the lesson, external judges evaluated the effectiveness based on observations of both cameras. The students were also asked to evaluate the effectiveness of the instruction. Surprisingly, there was no correlation found between student evaluations and gesture frequency and duration, while there was some correlation in the judges’ evaluations. This discrepancy may be explained by the concept that students’ perception of effectiveness may be influenced by factors that are irrelevant to actual effectiveness (Attia, Honeycutt, & Leach, 2005). The fact that the external judges had the perception that the more effective lessons included a greater frequency of non-verbal communication also supports the idea that emotional contact between teacher and student is