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.

Basic information

Original name

The Structure of Teacher’s Nonverbal Communication in a Classroom

Name in Czech

The Structure of Teacher’s Nonverbal Communication in a Classroom

Authors

ŠVAŘÍČEK, Roman

Edition

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

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Other information

Language

English

Type of outcome

Vyžádané přednášky

Field of Study

50300 5.3 Education

Country of publisher

Denmark

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Abstract at DPU

Organization unit

Faculty of Arts

Tags

International impact

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Abstract

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.