The Structure of Teacher’s Nonverbal Communication in a Classroom

ŠVAŘÍČEK, Roman. The Structure of Teacher’s Nonverbal Communication in a Classroom. In Lecture at Department of Education, Aarhus University, Copenhagen. 2012.

Základní údaje

Originální název

The Structure of Teacher’s Nonverbal Communication in a Classroom

Název česky

The Structure of Teacher’s Nonverbal Communication in a Classroom

Autoři

ŠVAŘÍČEK, Roman

Vydání

Lecture at Department of Education, Aarhus University, Copenhagen. 2012

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Další údaje

Jazyk

angličtina

Typ výsledku

Vyžádané přednášky

Obor

50300 5.3 Education

Stát vydavatele

Dánsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Abstract at DPU

Organizační jednotka

Filozofická fakulta

Příznaky

Mezinárodní význam

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Anotace

V originále

A teaching dialogue and interaction in a classroom have been viewed as phenomena organized as the IRF three-part sequence (initiation, response, feedback) for many years now. Although researches unanimously confirm the IRF as the basic pattern of teaching communication, out of the whole stream of communication it is only verbal communication that is described by the IRF pattern concept. In my lecture, I will make an attempt to amend the traditional and unquestioned limited view by looking at the progress of nonverbal communication and focusing on its possible functions in the teaching process. The lecture capitalizes on an ethnographic research of communication in a classroom and it primarily analyses a teacher’s movement around the classroom and his/her body language. It describes both individual and objectified gesture components (Wulf, 2010). Primarily, it focuses on the structural effect that a teacher’s nonverbal communication has upon the whole teaching process. This is based on my assumption that there is a universal pattern of a teacher’s phasing of his/her teaching, where the verbal and nonverbal components are closely connected.