How the Teachers Body Lanuage Effects the Class Essay

A first impression can never be redone or forgotten; it sets the tone for an individual and often affects the relationship henceforth. Luckily, a first impression is not the only impression. Body language and tone speak louder than an individual’s actual words because both factors determine how one’s words should be interpreted. As an orientation leader having good posture and being conscious of body movements are essential to giving parents and students the best impression of NC State. Being aware of one’s default body positions and facial expressions are key to displaying the appropriate message with body language. For instance, I have been told my default body position and facial expression when I am not doing anything denotes the message of anger or apathy. Also, I naturally speak at a fast pace based on my

The teacher sets the “emotional framework” in the classroom by the use of body language, tone of voice, facial expressions, and verbal and nonverbal communication. It sets the tone when the teacher comes into teaching and learning. Children are very sensitive when it comes to adult moods and attitudes. The teacher mood and tone reflects to the classroom. Children will see the tone of voice and mood the teacher shows. When giving out calm and confidence of tone to the classroom, then the classroom won't be out of control. It is based on how the teacher's tone is giving out to the classroom and the children. When the teacher gives out happy facial expressions the children will realize that the teacher is happy with the children's surroundings.

Gestures are ways of communicating with others using our body. For example, we use our hands to wave, which is another way of saying hello.

Facial expression is a nonverbal cue that study of person face behavior. According to Alberts, Martin, and Nakayama (2015, Section 6.3), that 55% of meaning of communication come from facial

There are several strategies I employ in my lessons to demonstrate mutual respect for, rapport with, and challenge students to engage in learning. During mini-lesson and class discussion, I use physical gestures and verbal affirmations. I make eye contact, nod my head, repeat correct students’ responses in my own words, and build on their responses to promote thinking. Video Clip 1 begins with the moment when students turn and talk with their partner after watching the video of slam poetry, “Knock Knock.” At 00:03, I count down the numbers from three to one to bring every student’s attention to me and ask students to share out what they are noticing about the structure of “Knock Knock.”

It is very important to be able to recognise what a persons body language is saying especially as a Health and Social care practitioner as incorrect interpretation of communication can lead to miscommunication.

Since we couldn't communicate verbally I noticed that most of the communication during the exercise consisted of visual cues such as body language. Gestures like hand signals, body signals and eye movement were utilized by all group members. I noticed nearly every group member nod and shake their heads many times to indicate agreements and disagreements. This reminded me of the importance of being able to identify nonverbal communication through body language. "People say a lot by the body language and posture (are they leaning in, slouched over and tired, agitated with their arms crossed, etc.); their behavior movements (nervous twitched, tapping of the foot, wringing of their hands, etc.); and the direction of their gaze and attention." (Sage,

Gestures benefit the receiver and sender, often taking the place of words. This type of nonverbal communication can be used to convey an understanding, aid in revealing complex ideas and to get attention. Gestures can be done to show listening and comprehension, such as a head nod. These can also help to explain, answer or promote what is being said verbally in a visual way. An example of this would be in a conversation with someone. The person speaking may gestures money by rubbing their fingers to their thumb, to highlight the subject of money which is being spoken upon. Another example would be in the discussion of distance or large size extending hands and arms out from the body, thus emphasizing the extreme amount being discussed.

* People often use gestures such as head and hand movements to reveal or conceal feelings. They can use them to add emphasis, to illustrate points, and to manage turn-taking

As we know that there are verbal and non-verbal communication methods and one of the non-verbal communication methods that I use in my office is body language. It is important to use the correct body language because you have people from different countries and they share different cultures and traditions. Body language can be face expression, eye contacts, hand shaking, head and body movement and gestures as well there are more but these are some of it.

I have never been able to keep control of my facial expressions. I roll my eyes constantly and wear my feelings on my face, as some people have told me. I never thought it was that much of an issue until taking this class. I realized that I could be coming across as a completely different person and be judged based on that assumption by someone. “In a real sense, our quest for meaning in this world begins and ends with facial expression” (Eaves and Leathers 25). This line stuck out to me more than anything else in this chapter, making me realize how much I need to work on making sure I come across the way I am wanting to. I also have been working on “reading” further into people’s facial expressions, to see if it could help me in understanding the real reason for their attitudes. Since I plan on being a counselor in the future I feel that really being able to read someone will help me be able to dig deeper into some of their issues. I have always tried my hardest to not judge someone by their outward appearance. When I do catch myself though, it can usually be read on my face.

The Japanese subjects were able to identify the emotions of the English and Italians better than those groups had been able to judge the Japanese. However the Japanese subjects had difficulty determining Japanese facial expressions. This would seem to indicate that the Japanese face does not express emotion in the same manner as those of other cultures. However, another experiment (3) demonstrated different results. American and Japanese subjects were observed while watching films designed to evoke fear and disgust. During part of this observation the subjects were videotaped while watching the film alone. It was presumed that during this time no social rules would restrict the subject’s display of emotion. When alone, no difference existed between the American and the Japanese subjects in the display of emotion. While watching the film with the researcher present the Japanese were more likely than the Americans to hide negative emotions with a smile.

Have you ever wondered what people are actually trying to tell you? Especially in the presence of cultural differences? Have you ever spoke to your boss when suddenly he breaks away? Did you wonder if he was excited about your ideas or distracted by his work? Have you ever wondered what kind of impression you?ve made? Body language is a powerful tool. If you listen with your eyes as well as your ears, you can open new windows of perception. Studies have shown that body language accounts for more than 50% of all

Over the past couple days I 've been observing people, peers, and family from a different perspective. Reading this last chapter has taught me more about nonverbal behaviors and what they convey. Kinesics is the study of body motion or body behavior, something that I 've really taken an interest in, as I 've always had a curiosity of the subtle behaviors people display without usually knowing what they 're doing. There are five different types of nonverbal messages that we see on a daily basis, in which I will be talking about each one and the behaviors I 've observed over the past week.

"Some teachers may work with students to create the class environment; others may force a class environment upon students" (Zawondiak 124). Regardless of the approach the teacher might decide to take, she holds the power even before a student walks into class. The teacher is the one that chooses what materials are going to be used during the school year. She creates and plans lessons that are going to be used during class time. How children are going to be assessed and placed in levels that fit the children's capabilities. And finally, the teacher decides what set of goals she might have for the class, the different set of teaching techniques she would like to use and the set of expectations she might have for each students. The teacher is the one that decides what she wants to concentrate on, how to go about teaching it, and the outcomes she expects from the students.