Definition
Body language is a term for communication using movements or gestures and is used consciously and subconsciously to convey messages. Body language is an important part of communication and to be an effective communicator you must attend to both verbal and non-verbal communication as:
- 70% of what we communicate is through body language
- 23% of what we communicate is through tone of voice
- and only 7% of what we communicate is through words.
Commentary
In human interaction, people focus their attention on the face to receive visual cues that support or contradict verbal messages. Facial expressions are the primary source of information, next to words, in determining an individual's internal feelings.
Body movements are another way we communicate meaning. We do it by the way we walk, stand, sit, and what we do with our shoulders, hands, arms and legs. We do it in how we hold our heads and the manner in which we position our bodies toward or away from others.
Gestures are used in a variety of situations and are often comprehended more quickly than speech. Teachers routinely use them to convey information to pupils because they can either add to or replace words. Gestures are a visual form of communication that can travel farther than spoken words and are unaffected by the presence of noise.
Social psychologists suggest that we begin to form impressions within seconds of meeting someone for the first time. During this period judgments are made about character, personality, intelligence, temperament. These impressions are often based on limited information but can form impressions that do not change (Gladwell 2005)
Psychologists and others have made fortunes by offering courses in interpreting body language - claiming to give business negotiators an edge over their rivals. For example the following body language is reputed to signify that someone is lying:
Covering the mouth, Scratching the upper lip or nose (really!), Uncontrolled blushing, Facing the palms downwards, Lip licking; Sudden crossing of the legs; Sudden crossing of the arms Sudden smoking; Glancing away / Sideways glancing; Forced eye contact; Overly stiff posture; Clenching, Fidgeting, Hand hiding; Pupil contraction; Sweating & palm wiping. - and even sudden giggling.
Commentators recognise that words have limitations and nonverbal signals can be very powerful. They are perceived often to be more genuine when they express emotion. Also nonverbal signals can express feelings which are too disturbing to state. Furthermore non-verbal communication provides the separate and speedy channel necessary to send complex messages.
Relevance for teachers
Body language is particularly important factor in a school setting when modeling and promoting the form of learning behaviour which is based on a behaviour for learning model for helping pupils build relationships with the curriculum, themselves and others. Effective communication between pupils and teachers is an essential prerequisite for improving learning behaviour.
Non-verbal skills are invaluable for teachers in getting their own ideas across to pupils and in understanding the messages pupils are sending them. New teachers in particular need to be aware of how to use gesture, posture, facial expression and tone of voice effectively to establish a good relationship with the classes that they teach.
Pupils who present challenging behaviour, particularly those whose behaviour is aggressive or violent, often have below average reading age and poor verbal communication skills (pupils referred to LSUs have an average reading age 2 years below their chronological age) For these pupils body language is an even more dominant means of expression than for adults (as many parents of teenagers know well!)
Teachers and pupils constantly send and receive non-verbal messages several hundred times a day. Pupils will make judgments about you the moment they see you and you will therefore appear as confident, approachable, interested and interesting etc - or not according to the body language that is being communicated.
Top Tips
- One of the most important things is to come across as friendly and easy to work with. You can do that by smiling, keeping eye contact and being a good listener.
- When chatting nod to show understanding or approval and to reflect their emotions. If they laugh, try to at least raise a smile. If they express sadness, let your expression become serious.
- Light contact, such as a touch on the arm, can also show understanding and interest, but obviously you'd need to exercise caution with pupils.
- Body mirroring is another way to form positive relationships at work. In any two-way conversation, body mirroring, or subtly mirroring the body position and mannerisms of the other party, can help put people at ease and foster a relaxed atmosphere," says psychologist Honey Langcaster-James. "If you understand this subtle technique, you can use it to help others feel comfortable and you'll come across as approachable and pleasant."
- Appearing confident is often important in a classroom setting. When you enter a room, enter with purpose, not sheepishly. When you're standing, give out a balanced body language by standing straight, feet slightly apart with your weight balanced evenly. Pull the shoulders back and try not to fold your arms, as this appears to others to be a defensive posture.
- The same applies in and around the school during unstructured times of the day. Walking tall, looking around and greeting pupils with a nod or smile while walking naturally in the corridors and play areas, provided it does not seemed forced or put on a positive effect on your status in the eyes of the pupils.
- Gestures can be used to make points, but avoid big, wide, gestures, as these can make you seem out of control. Eye contact should be clear, with the head held facing forward and possibly tilted back slightly, but not too much, as this could suggest arrogance.
- When sitting down don't hunch up or hug your legs, as this can appear defensive. Men should avoid sitting with their legs apart, as this could be interpreted as rude.
- Giving praise subtly and often with a nod, thumbs up, smile or other sign of approval is a very effective way of rewarding positive behaviour.
- Similarly a frown or disapproving look can nip misbehavior in the bud
If effective communication is to be achieved in today's schools, it must be an open process where teachers and pupils possess the ability to send and receive messages accurately. Good teachers are also good listeners--listening not only to the words being spoken but also to the silent messages that their pupils send.
Without words, teachers communicate their feelings, expectations and many other messages they would never verbally admit. Teachers should devote time and energy to developing their nonverbal communication skills, just as they do their teaching skills, because they must make sure they are sending the right messages to their pupils. Think of it as an unspoken rule.
For effective learning and teaching behaviour It is equally important to receive non verbal feedback as it is to give it. Pupils use smiles, frowns, nodding heads and other cues to tell teachers to slow down, speed up or in some other way modify the delivery of instructional material. To be a good receiver of pupil messages, a teacher must be attuned to many of the subtle nonverbal cues that their pupils send.
Experienced teachers will often look at their pupils' eyes to gain their attention, judge their level of interest and to see how well they understand the material being taught. Eye contact is such a powerful tool that teachers can make an individual connection with every pupil through its use.
If effective communication is to be achieved in today's schools, it must be an open process where teachers and pupils possess the ability to send and receive messages accurately. Good teachers are also good listeners--listening not only to the words being spoken but also to the silent messages that their pupils send.
Without words, teachers communicate their feelings, expectations and many other messages they would never verbally admit. Teachers should devote time and energy to developing their nonverbal communication skills, just as they do their teaching skills, because they must make sure they are sending the right messages to their pupils. Think of it as an unspoken rule!
Indicative reading
Clayton, P. (2003) Body language at work: read the signs and make the right moves London: Hamlyn
Maines, B. (2003) Reading faces and learning about human emotions Bristol: Lucky Duck
Neill, S. and Caswell, C. (1993) Body language for competent teachers London: Routledge
Pease, A. (2005) The definitive book of body language London: Orion
Ribbens, G. (2007) Body language London: Hodder Arnold
Gladwell, Malcolm (2005) Blink: The Power of Thinking Without Thinking: Little Brown and Company
