Use of nonverbal communication skills for effective classroom control: comparison between experienced and newly inducted teachers at primary level
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Date
2008
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Abstract
The purpose of the present study is to examine the differences of effective classroom control between the experienced, professional teachers and the newly inducted teachers in regard to behavior and performance of the average students which affects the development of the student/teacher relationship and in turn the classroom success. The variables which were viewed as being essential in achieving an effective classroom control, guiding the success of the student/teacher relationship and the performance of the average students largely depend on the use of nonverbal communication skills by these teachers. The purpose of conducting this study was to determine the perceptions of teachers about nonverbal communication skills and also to find out the extent of their use in the classrooms at primary level. The sample of twenty-five teachers at primary level was selected at random. A questionnaire was administered to test the hypotheses.
The collected data was analyzed by applying independent T-test through SPSS and
Percentage method. It is hoped that the results of the study would have positive effects on the perceptions of all newly inducted teachers about the use of nonverbal
communication skills to have effective control and maintain a smooth learning
environment in the class rooms.
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Keywords
Transmission of Information, Master Thesis, Time Determination, Classroom Control, Class Behavior, Student Teacher Relationship, English