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    Andersen

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    lineeskildsen

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    Nonverbal behavior, a communication process poorly understood and controlled by most teachers, can ‘greatly enhance the image of the teacher and the affective learning of students Instructor Nonverbal Communication: Listening to Our Silent Messages Janis F. Andersen Successful instruction, learning, and communication are inextricably linked. Both communication and instruction are processes that attempt to establish ‘meaning, ransmit messages and influence thinking. Both are said to occur when information is exchanged or behavior is altered. The communication proces isthe primary means by which instruction is accomplished, contrib- ‘uting substantially o student learning. This chapter examines one aspect of the relationship between communication and instruction by emphasizing instructors’ nonverbal behaviors that enkance student learning. ‘Obviously, college instruction can be improved in a varity of ways. Bewer facilities, beter students, better instructional materials, and bewer teachers improve instruction. In fact, many of these components interact ‘with each other. For example, excellent materials encourage better instruc: tion from teachers which creates greater student motivation. However, in an ra of tighter budgets and declining or steady-state financial support for instructional facilites and materials, instructor improvement isa most impor tant resource. 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UoeDruNUMDOD feqIDALOU ‘ATEUE ‘auqede> aures atp pu 240 2q 01 powinsord are usiadwico jeuonsnnsur pu ouaieduo> usted ‘SPAS But -ypen arenbype axey Aqyeoneworne siossqjoud a82q109 erp BuTUINSSE3]I4N Sumpear kpms 01 sioypea) Arepuoses pue ArewuoUop> Buunnbor Aq anyeA siup Stoufur umes [euonENps mg “suNDs ysIBATUN PUR Y>IER9! oF ‘Acepuooos st Surypear rey wou Aasio4run w wo} 10 “DouDrodusod Burype>1 Jo ssoppre8ax 0} poou Aoyp rey WIE] suapMs a8>q]0> 1eIN uoRdwnssE tue uroyy smsox svn sdeqing “(6L61 “ypWIS) stHOSIsSEP 389II0> 10} paI04s} 4Ayp82e] Inq sBumDs Arepuoss pue KreuowZ2 uy pedpepmowpPe w99q, sey ssnvoid yeuononnsuy ay up soyseysq yeqtDaUOU Jo |uELOdUH 34 ‘PILL, ‘Hunpen uy uoNeDTuNUIHOD FeqDDALION Jo IOUMYUE atp Jo aaa saneifarur (rydoq © 2970 (gg61) SYoo! pue afosIOoM KPUad.x [FUN ATE -mdzouop pareouy 10u 1am ypry soUydEsTp yo Aurea © wos} s9ypns paiejost jo ssisuoo ypreasor suum ‘uodas (AydexBoryqIg p2r29}95 © 10) '6861 "ITAA 295) ‘soounos a}qeyFEAe AyspeOL UT APL POIBURUDSSIP U99q 10U Sey ue 2peop ised atp ur peronpuon usoq sey ware 241 UF YpreDsDx Jo 3109 3tp ‘sity yBisio00 sup 10} suoMeUE|dx> sno rsea| ve are aioKLT esEE [eUON, “onunsur we se panulloso A.apia 20 poonsispun [fx YOU 8 SK 19K OLAEYDQ leqenuou sommsur ayp st 'ssousANDoy yeuonoAnsu oF AjyenUEISgns Sunnqinues ‘sspoid uonerunmu6s axp UY 40198) yueHOdUIT UY » “ is alo influenced by the cyele, he or she isin a good directing position to alter classroom communicatior. Functions of Nonverbal Communication Nonverbal communication behaviors serve many functions: they communicate warmth and alle; indiate approval or disapproval of cers; define the nature of the relationship indicate relaive power and Stati reveal erent emovional acs requlate and pace eal exchanges, provide cues for impression formation; influence and persuade; reveal One level of tension o relaxation; indice one's culture, valves atu, fend, and background, and influence te performance a others (Rosen. fed and Chilly, 1979) in insrvctional sing, nonverbal communication also funcions to enkance learning, parclary affective learning ‘Communication message have both content and relational com- ponents (Watlawick and others, 1967) The content component is the Titel meaning or the denoiave verbal wanslaion of the meseage. The relaionship component ofa ressage signals the nature ofthe lationship 2nd suggests how that literal verbal meaning isto be interpreted. For txample, the statement “This material is quite dificult but with some fff you wil beable to manage’ is accompanied by very dillrent mean- ings depending on the relationship ofthe nteracants, When said by one stident o aber itcould bes compliment or an ineut The ince of thedifiulty claim the relationship between the students, and te speak a's degre of lamiliaity with the feces ability create dering inter Dreatons of the message's coment. Ifthe insrictor makes this statement toa aden, i might bea challenge, an accurate asessment of dfficaley and ably, ora beliling insul. Itcould suggest thatthe student recog dines the Insrictor’s power, of it could signal the instructor's concern ‘The elatonal components of messages often alter the mesning ef the menage in subile and confusing ways: Nonverbal communication func: tions a8 a device to signal how the content or literal component of the menage st be intpreted and undesiod. Nonverbal Communication and Learning Nonverbal communication has its most direct instructional impact ‘on the affective domain of learning, which is concerned with student likes and dislikes, attitudes, values, belies, appreciations, and interests. In addi- tion to learning facts and concepts, students also learn attitudes towards the content area and predispositional patterns that motivate them to use that knowledge in their lives. The alfective domain centers on these learned attitudes and orientations toward the subject area (Krathwohl and others, 1964) 4 Although college instructors seldom address this domain dinectly, affective learning isa valued goal. No mater what discipline we teach, we ‘hare the goal of creating lifelong learrers. For example, English instruc tors hope students retain their ability to analyze a play or @ novel but also hope to motivate them to attend plays and read novels after they complete the literature class, Few music instructors would claim success if their students learned to recognize the works of classical composers but devel- ‘oped an aversion to classical music in the process. Students who learn the laws of physics or biology in the classroom but never think about them. after the semester ends have not been well educated. In any discipline, we are interested not only in cognitive or psychomotor learning, but also in ‘creating positive student affect owards the content area. “The instructor's communicative behavior in general and nonverbal ‘behavior in particular has a significant impact on affective learning, In cone study (Andersen, 1979), almost one-fourth of the variation in both student liking for the content area and student desires to take future ourses in the content area was a function of the instructor's nonverbal behavior. Over half of the variation in student liking for the instructor was the result of the instructor's nonverbal communication. ‘These non- verbal messages of liking and affect require further discussion. ‘Nonverbal Liking and Affect The communication of liking oF pos itive alfect is largely a nonverbal phenomenon. Instructors seldom verbal- ie their feelings, yet students seem to know instructors’ attitudes toward students, content areas, and the general teaching process. Students infer these affective data from the instructor's nonverbal behaviors Factor-analytie studies indicate iat positive affect is communicated through a cluster of nonverbal behaviors, labeled immediacy behaviors (Andersen, 1979; Andersen and others, 1979a), Immediacy behaviors increase arousal and sensory closeness, and communicate social acessibil- ity The nunveibal behaviors most clczely aesociated with the immediacy Cluster include eye contact, smiling, vocal expressiveness, physical prox: imity, appropriate touching, leaning toward a person, gesturing, using ‘overall body movements, being relaxed, and spending time with someone. ‘Andersen and Andersen (1982) provide a detailed review of nonverbal immediacy as it functions in instruct In short, immediacy behaviors communicate feelings of warmth and support and engender feelings of interpersonal attraction, Individuals behave in immediate ways when involved with others they like, and they like others ‘who also behave in immediate ways, Immediacy is a spontaneous manifes- tation of positive affect and is procesed, often unconsciously, as such. 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