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• W68705346 abstract "If you add up all the words they speak in a day, Americans speak an average of about 10 to 11 minutes. Surprised? Then consider that the average sentence lasts for only about three seconds. When people interact with others but aren't talking, they're still communicating nonverbally. Indeed, up to 90% of what people say and feel is communicated through their actions, not their words. Children learn both verbal and nonverbal communication strategies by imitating parents, teachers, and other significant people in their lives. However, most American parents converse with their children for only about 38 minutes per week. In contrast, teachers might communicate with children for up to seven hours each weekday. Each day, teachers send innumerable verbal and nonverbal messages to students. When teachers' verbal messages are incongruent with their nonverbal behaviors, students will believe what they see instead of what they hear. Teachers, therefore, can never be sure their students received the intended message. Most teachers choose their words carefully, but they also need to monitor the messages that their bodies are sending to students through proximity, eye contact, gestures, and touching. Furthermore, teachers need to learn the different body languages associated with the cultures represented in their increasingly diverse classrooms. Teachers must learn how to teach without talking. PROXIMITY Teachers demonstrate how they feel about students and colleagues by adjusting their interpersonal distance. People create body bubbles separating themselves from others. The size of these invisible barriers varies according to the individual's culture, age, and personality and the intimacy of the relationship. Most Americans and Northern Europeans prefer to socialize at arm's length. Asian individuals stand even farther apart, while Latinos and Middle Easterners stand very close together so they can touch their companions and even breathe the same air. To accommodate these differences, teachers need to eradicate their spatial accents and adjust their conversational distance according to students' and parents' cultural backgrounds. Children's perceptions of social and public space develop gradually as they interact with peers, family members, and teachers. From birth to two years, children communicate in the intimate zone, a few inches away from their companions. Preschool and primary children learn to communicate at a personal zone, two to four feet apart. As they mature, children learn that the more they like their conversational companion, the closer they stand. They gradually embrace their culture's preferred proxemics. Teachers' proximal boundaries are determined by their cultures, personalities, and relationships. When contact-oriented teachers interact with close friends or comfort students, they invite others into their intimate space so they can touch and converse privately. They increase rapport by directly facing students, maintaining eye contact, sitting at the same plane level, and leaning toward students to decrease physical and emotional distance. Teachers conduct informal, friendly conversations within arms' length so they can still touch students and monitor facial expressions. Most classroom interaction takes place at a distance of four to seven feet. At this proximity, teachers use conversational voices, minimize touching, and remain polite but emotionally distant. Teachers who prefer to eliminate physical contact and reduce emotional connections use a public distance ranging from 12 to 25 feet. Generally speaking, introverts keep people at a greater conversational distance than do extroverts. Teachers' personalities also affect where they sit during meetings. Leaders often sit at the head of the table. Aggressive people tend to sit facing the door and sit in the middle of one side of the table. Timid people sit at a corner of the table, facing away from the door. …" @default.
• W68705346 created "2016-06-24" @default.
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• W68705346 date "2010-09-01" @default.
• W68705346 modified "2023-09-24" @default.
• W68705346 title "Teaching without Talking: Teachers Need to Be Aware of More Than Just the Words They Speak to Children. They Also Need to Monitor the Nonverbal Messages That They're Sending to Students through Proximity, Eye Contact, Gestures, and Touching" @default.
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