Research indicates that research on body language has been started obviously since the 1970s. Talk in terms of body language means “Another name for loosely speaking of nonverbal communication in general” (Colman, 2006).
Non-verbal skills such as paralinguistics, Proxemics (personal space), eye gaze, facial expressions, and tone of voice are invaluable for teachers in getting their ideas and knowledge across to students as well as understanding the attitudes of students in classrooms. Additionally, body language is effectively establishing a positive relationship between students and teachers in the classes that they teach. While this type of communication can indicate feelings, intentions, and Inclinations, research results suggest that body language is far more subtle, and teachers’ personalities depend on body language driven.
Referring to the views of (Neille& Caswell, 1993) “accentuating the principle that teachers use body language strategies as part of their instructional methods. It should define and develop non-verbal strategies on an accumulating basis. To achieve this, two exercises follow two distinct formats: pictorial and descriptive. Each requires a different response from teachers. Firstly, there are ‘Pictorial Exercises’: “What are these images saying?” Or “what do you think the image is saying”.
Here teachers use drawings to illustrate non-verbal signals or patterns of behaviour.
Indeed, the ambiguity of body language allows messages to be conveyed without either sender or receiver having to acknowledge them explicitly. This is most obvious when pupils want to be disruptive without overtly challenging, but non-verbal signals can also have a positive value. It conveys enthusiasm or praise non-verbally to pupils, who might reject it. The real value of these pictorial exercises lies in the process of attempting to define the meaning behind them and, by doing so, becoming more familiar with the potential of such signals. Secondly, “Descriptive Exercises”: “What are these situations saying?” Here teachers explore non-verbal features in actual classroom situations where even a series of drawn images would be unable to convey the full nature of the situation.
Within these situations, students are asked to consider what their non-verbal dimensions may be; what they can recognise, and what is probably being conveyed. These descriptive exercises may be particularly useful when used as part of group or pair situations, where teachers and students will be able to share ideas and may be more inclined to role-play or mimic particular stances or gestures”.
To summarise, the importance of body language in teaching is that most teachers’ communication is nonverbal, between head nods, smiles, head tilts, and raised hands. Teachers and students receive and convey messages of non-verbal cues to one another daily. Teachers can be understanding students’ needs and gain the power to send non-verbal that reinforce learning since that body language is even more influential.
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