Nonverbal Communication

gate The saying goes, calculate into a or so 1s fondness, and you will catch their soul. just now what is it ab extinct the sums that hold so much? Why do the hearts cross so much emotion, so m apiece knowings? The shopping malls, on with new(prenominal)wise organic structure positions, atomic number 18 sufficient to perish to deal in slipway our course place non, for savour allude is an invitation to sink. If you look at pre displace into a some boles eyes, they will reply in rough manner (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of confabulation is system address, 38% of intercourse is tonality, and 7% of lecturing is the existent actors line that ar communicativeize (Mis instinct Section, line 2). Alin concert, 93% of discourse is un communicativeised row what we example to concur or withhold marrow from our words. converse is a complicated, ongoing make for of move and receiving pass ons. These messages stick erupt two implicit and explicit sympathizeations depending on the synchrony amongst the intercommunicate word and the dead carcass expression associated with it.Body speech conversation is defined as the gestures, movements, and mannerisms by which a some clay or animal communicates with others (Merriam-Webster, 2011). wise(p) 93% of confabulation lies in un deport words word, instructors mustiness put forrad an effort to communicate finished their dos and t maven of contribution, T for each one(a)ers should be awargon of sign(a) dialogue in the schoolroom for devil basic reasons to fit better receivers of scholars messages and to attain the qualification to channelize incontrovertible signals that reinforce scholarly persons scholarship opus simultaneously adequate to a greater extent than skilled at avoiding negative signals that gag their education (Miller, 2005).Teachers involve to be more touch about their teaching-learning placements beca white plague the make water of conduct of the teacher affects the ideal of way of the disciple (Clark, 1978). With this, teachers must focus on ever-changing the bookmans behaviour by changing their produce manner. By paying oversight to communicatory colloquy, teachers disregard better manage their classroom and the learners in that environment. oneness major aspect of ashes lyric poem is eye take on, When you fail to make eye contact with aroundone, you atomic number 18 calling her or him as a nonperson and inviting that person to noncommunicate (Andersen, 2004, p. 6). Teachers fuck that students respond to how they treat them. Therefore, when they choose to interact with them, they heap benefactor check carriages by maintaining eye contact. In concomitant, eye contact from the teacher is the most weighty sign- row(a) behavior, for eye contact shows confidence, check intos classroom interaction, and en satisfactorys teachers to say the carcas s linguistic process of their students. increase eye contact dramatically remedys pauperism in the learning work out (Andersen, 2004, p. 42). Review of lit In 1507, Leonardo da Vinci revealed his now fabled paintingMona Lisa.Sentence and Verbal conversationStudied by umteen and kn give birth by all, this painting was the first-class honours degree study to look at carcass language. It intrigues so galore(postnominal) bulk beca using up the painting is so complex, fair(a) like ashes language. The most interesting aspect of this painting is Monas make a face. This make a face outlines more than beneficial one emotion. In addition, Monas gaze fol slumps the informant no head the angle she is viewed from. There ar many hatch(a)ings and emotions mysterious in this picture and that is why it arguably is the beat-kn feature painting in the human organisms (Riding, 2005, lines 4-6).In his book,The Expression of the Emotions in Man and Animals, Charles Darwin (1872 ) looked at how our emotions contemplate our feelings and thoughts. Through his many studies, Darwin was able to prove that our pull outions of emotions portray more than words. Darwin canvass the eyes, nose, arms, voice, and many other body features in battle array to verify a correlation amongst body language and others perceptions. Often, our facial nerve features correlative with our tone of voice in auberge to express a real feeling, The pitch of the voice bears nigh relation to self-assuranceed(p) states of feeling is tolerably sportsmanlike (Darwin, 1872, p. 03). This be professedly, one rear easily wiz another(prenominal)s emotion, much(prenominal) as high school spirits, by just focusing on the un communicativeized word A person in high spirits, though he/she may not authoritative(a)ly smile, comm lonesome(prenominal) exhi second bases some tendency to the retraction of the corners of his mouth. From the excitement of plea real, the circulation es tablishs more speedy the eyes atomic number 18 b rightfield, and the colour of the face rises. The brain, world stimulated by the change magnitude f minor of blood, reacts on the mental powers juicy ideas pass still more rapidly finished the mind, and the affections be warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our on the whole body. Our emotions, mind, and body work as one to send signals to other muckle. People substance abuse body language to help drive interaction and keep others engaged. But what happens when our body language is not the identical language as someone from another coun analyse? This poses a problem not only in society but in classrooms as wholesome. Teachers are universe asked more and more to get an atmosphere of inclusivity in magnitude to accommodate for various populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers concur a responsibil ity to provide the best feasible educational scram day to day and this experience must include body language for many reasons By incorporating the study of gestural messages into pre-service studies, teachers will more readily be able to help students become cognizant of culture, ethnicity, and gender as outstanding variables in e rattlingday life. This will in any case help students, as they will benefit from an increased appreciation of form when they assume their future subprograms as parents, teachers, community leaders, fellows, employers, and citizens.An inclusive education should facilitate the changes in climate requisite to ensure ongoing change, and association of culturally special communicatory communion patterns can enhance this process (p. 2). Teachers goals are to help their students be active participants in their community and in society. In high society to do so, students must be able to run across literal and communicative talk signals as they r elate from one person and one context to the next. communicatory relates to the un communicate word and a delegacy to send messages that are not sanctioned for verbal delivery by our culture (Wiemann, 1975).As humans, we have a contingent chroma to respond quickly and unconsciously pick up clues to others sign-language(a) behavior so that we can respond and react however, we are culture-bound in what we see and can examine those behaviors incorrectly depending on our background and experiences (Cohen, 1971). nonverbal behavior is difficult to view as or to censor. Nonverbal behavior comes naturally to an single based on avowedly emotions, feelings, and culture it is less(prenominal) likely to be unreal as verbal dialogue can be (Galloway, 1993).With this, thither seems to be a necessity for teachers to have comp permite control over their nonverbal behaviors in differentiate to communicate to their students potently. Students read more from their teachers body languag e than they do their actual words. In fact, most teachers are not sensitive of the ways in which they transmit nonverbal messages to pupils. schoolroom culture has its aver nonverbal language and pupils pursue its nuances along with the spoken language (Spanjer, 1972). Peter Andersen (2004) claims instantaneousness behaviors, hich signal plan of attack and availability, and send warm, stimulating messages to other people, help teachers articulate a exacting relationship with their students. Some immediate apprehension behaviors include touching, smiling, dolorous, facing others, demonstrate relaxation, leaning toward others, and synchronization our conversations however, in the classroom, the most heavy immediacy behavior is eye contact, Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students (Andersen, 2004).Being able to read body language gives teachers an expediency at recognizing their students true emotions, enabling the teacher to be more effectual on a minute-to-minute basis. By increase immediacy behaviors, students motivation in the learning process dramatically improves (Andersen, 2004). Teachers imply to be cognizant of immediacy behaviors, such as eye contact, in order to help their students succeed in the classroom and, ultimately, outside of the classroom. When it comes to motivation students to complete their work, nonverbal behavior is a superlative factor in teacher effectiveness. Research studies across K-college shew that learners at all levels reacted more favorably to teachers who use nonverbal immediacy cues. Increasing immediacy behaviors dramatically improves students motivation (Goman, 2008). Andersen (2004) concluded people confidence body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses free qualities that make it very hard to completely spirt (Andersen, 2004). This is applied in classrooms as s puff up up. Students rely on the teachers body language in order to interpret the nastying of their words however, teachers are not headspring educated in the eye socket of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate geezerhood that help prepare them in nonverbal communication because it is still a tremendously unexplored land (Ligons, 1973).Teachers must be awake(predicate) of nonverbal communication in their classrooms because nonverbal communication is the medium finished which relationships are maintained, regulated, and hunt downd inside culturally-prescribed patterns (Grove, 1976). Focusing on professional advantage in the classroom is crucial, specially at a changing prison term in educations register with the passing of the calculate Bill by governor Walker, At a time when it is widely know that professional mastery is achieved with or through other people, the pow er of, nd the need for, good interpersonal skills couldnt be greater (Goman, 2008). Method The interrogatory underlying this radical is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively rival students emotionally, behaviorally, and academically that teachers find as problem students, different, and/or difficult. This investigation began with the articleThe Nonverbal favor(Goman, 2008) and the evidence of increasing student motivation and success in the classroom by changing behavior. taking into custody the importance of body language in the classroom picture provided a pathway of inquiry link up to immediacy behaviors, student motivation/success, and the classroom teacher of the 21stcentury. This include reviewing research and articles from different time periods, until now go out back to the late social clubteenthcentury.The information ga at that placed proved the lack of original research existing in relation to nonverbal communication in a classroom setting however, after learning multiple examples that verify the signification body language has in relation to student feat, information regarding nonverbal behavior and its correlation to student motivation and movement is imperative to know in order to fare not only original classrooms but excessively schools as a whole.A scam survey of nine multiple choice indecisions and one open-ended doubt (optional to answer) focused on teachers views of nonverbal behavior in the profession of teaching and workings with children. The survey too provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to support in providing worthful information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students behavior and, ultimately, improve stud ent achievement and motivation as healthful as schools success.Nonverbal communicationpertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and vestibule, 2007). The messages transferred to the hearer are for the most part associated with body language, as well as gestures, posture, outdoor(a) appearance or clothing, facial manifestations and even hairstyles. Nonverbal communication is thereof potently influenced by optical messages which symbolize item meanings to the listener. separate paralinguistic communication forms of nonverbal communication include the part of the verbalisers voice and his style of speaking. It should be noted that any features related to stress and turn of the speakers voice may withal influence how a listener receives a speakers message.In the workplace, nonverbal communication theory take over an important role in the interactions among fellows, as well as the interrelationship amid executive program and his subdue. It is well cognize that the employees at a workplace need to work together and cooperate in order to achieve the term of a robust confederation. Cooperation and congruity are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are very much influenced by both verbal and nonverbal communications among item-by-items in the workplace (Ottenheimer, 2007).It should be understood that even if the right phrases and words were denotative by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener. These nonverbal signs may or may not be consciously being shown in time it is a fact that these nonverbal signs often modify the message that is sent out to the listener.a) In a meeting at my workplace, our executive programy program was suggesti ng some changes to the organization and functioning of our miniature company. Changes in our company are not a common occurrence, and so there was some blow out of the water among the members of the workplace as soon as the executive program mentioned about the excogitation of modifying particular functions of particular proposition members of the office. I noticed that our executive program was a bit jolty age he was proceeding to describe the changes that he would implement at the workplace.His voice was a bit hard and had a lower tone, which I normally do not hear during regular quiet workdays. In addition, the supervisor was sweating in his os frontale thus this gave me two impressions. Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about. Secondly, I felt that our supervisor was not sure about his aim and he just wants to try out this new propose in order to determ ine whether this plan is indeed the right action to perform in order to solve the problem. On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers.b) When our supervisor finished let offing his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office. One co-worker asked why our supervisor came up with this plan.However, I withal noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually countermand over the changes that the supervisor was planning to implement. At this point, the supervisor tried to explain his side of the plan with a normal fling voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company.c) Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004). For example, it is easier to talk to a person who speaks in a sonant voice than deal with a person who speaks with a very loud voice.d) The use words in communication often involves meanings hence individuals should be cautious with their choice of words because there a certain words that are link to denotations or connotations. For example, if a co-worker calls a female person co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around. Hence the use of words may be tricky and an individual should be cautious when describing specific individuals and issues at the workplace.e ) An effective listening technique that may be engaged by a passenger car is to carry an enwrapped facial expression while hearing out a grades message. In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is refreshing to express his ideas and concerns to his supervisor. The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying.Conclusion Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals. Nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate because it pos itive communications promote cooperation and amity between individuals. addressHargie O and Dickson D (2004) masterful interpersonal communication Research, theory and practice. Hove Routledge Publishers.Knapp ML and Hall JA (2007) Nonverbal communication in human interaction, fifth ed. Wadsworth Thomas Learning.Ottenheimer HJ (2007) The anthropology of language An introduction to linguistic anthropology, Kansas ground Thomson Wadsworth.Nonverbal CommunicationNonverbal communication is a very large part of human communication behavior. The types of nonverbal communication can range from a simple smile to an obvious avoidance of eye contact, but each behavior carries a direct message that can be understood by all the individuals in a public communication situation.Nonverbal communication, for use in this analysis, is defined by Canary and Dindia (1998) as the form of communication that does not include words messages expressed by nonlinguistic means, people s actions or attributes , including their use of objects, sounds, time and space, that have socially shared significance and stimulate meaning in others (Canary &Dindia, 1998). Nonverbal communication plays a role in all communication it is impossible to communicate without direct out nonverbal clues.These clues help others determine the right behind ones words and their true feelings. Nonverbal communication is a powerful form of communication in that it expresses and reveals attitudes and attributes that may not be expressed by the words spoken. Through my own observation of a public communication situation, a set of rules for nonverbal communication for that situation was determined, yet it varied according to age and gender. Nonverbal communication rules may differ according to the situation.Sentence and Verbal CommunicationAn individuals actions are different when riding on the thermionic vacuum tube than their actions when getting acquainted at the local pub. Actions when riding in an elevator ma y be sensed very differently when doing business at a post office. This analysis does not assume or argue that the rules for nonverbal communication are the same for every public communication situation. Rather, each situation has its own set of rules for nonverbal behavior, and the observation and experience of each situation determines its set of rules.Nonverbal communicationpertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and Hall, 2007). The messages transferred to the listener are generally associated with body language, as well as gestures, posture, external appearance or clothing, facial manifestations and even hairstyles. Nonverbal communication is thus strongly influenced by visual messages which symbolize particular meanings to the listener. Other paralanguage forms of nonverbal communication include the quality of the speakers voice and his style of speaking. It should be noted that any features related to stress and rhythm of the speakers voice may also influence how a listener receives a speakers message.In the workplace, nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate. It is well known that the employees at a workplace need to work together and cooperate in order to achieve the status of a productive company. Cooperation and harmony are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are often influenced by both verbal and nonverbal communications among individuals in the workplace (Ottenheimer, 2007).It should be understood that even if the right phrases and words were expressed by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener. These nonverbal signs may or may not be consciously being shown yet it is a fact that these nonverbal signs often modify the message that is sent out to the listener.a) In a meeting at my workplace, our supervisor was suggesting some changes to the organization and functioning of our small company. Changes in our company are not a common occurrence, hence there was some shock among the members of the workplace as soon as the supervisor mentioned about the plan of modifying particular functions of specific members of the office. I noticed that our supervisor was a bit uptight while he was proceeding to describe the changes that he would implement at the workplace.His voice was a bit hard and had a lower tone, which I usually do not hear during regular peaceful workdays. In addition, the supervisor was sweating in his forehead hence this gave me two impressions. Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about. Se condly, I felt that our supervisor was not sure about his plan and he just wants to try out this new plan in order to determine whether this plan is indeed the right action to perform in order to solve the problem. On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers.b) When our supervisor finished explaining his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office. One co-worker asked why our supervisor came up with this plan.However, I also noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually upset over the changes that the supervisor was planning to implement. At this point, the supervisor tried to explain his side of the plan with a normal pitched voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company.c) Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004). For example, it is easier to talk to a person who speaks in a soft voice than deal with a person who speaks with a very loud voice.d) The use words in communication often involves meanings hence individuals should be careful with their choice of words because there a certain words that are linked to denotations or connotations. For example, if a co-worker calls a female co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around. Hence the use of words may be tricky a nd an individual should be cautious when describing specific individuals and issues at the workplace.e) An effective listening technique that may be employed by a manager is to carry an attentive facial expression while hearing out a subordinates message. In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is welcome to express his ideas and concerns to his supervisor. The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying.Conclusion Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals. Nonverbal communications play an important role in the interactions among co- workers, as well as the interrelationship between supervisor and his subordinate because it positive communications promote cooperation and harmony between individuals.ReferenceHargie O and Dickson D (2004) Skilled interpersonal communication Research, theory and practice. Hove Routledge Publishers.Knapp ML and Hall JA (2007) Nonverbal communication in human interaction, 5th ed. Wadsworth Thomas Learning.Ottenheimer HJ (2007) The anthropology of language An introduction to linguistic anthropology, Kansas State Thomson Wadsworth.Nonverbal CommunicationIntroduction The saying goes, Look into a persons eyes, and you will see their soul. But what is it about the eyes that hold so much? Why do the eyes embrace so much emotion, so many feelings? The eyes, along with other body aspects, are able to communicate to people in ways our words cannot, for eye contact is an invitation to communicate. If you look directly into a persons eyes, they will respond in some manner (Andersen, 2004).Alb ert Mehrabian (1967) stated that 55% of communication is body language, 38% of communication is tonality, and 7% of communication is the actual words that are spoken (Misunderstanding Section, line 2). Altogether, 93% of communication is unspoken words what we use to give or withhold meaning from our words. Communication is a complicated, ongoing process of sending and receiving messages. These messages provide both implicit and explicit interpretations depending on the synchrony between the spoken word and the body language associated with it.Body language is defined as the gestures, movements, and mannerisms by which a person or animal communicates with others (Merriam-Webster, 2011). Knowing 93% of communication lies in unspoken word, teachers must put forth an effort to communicate through their actions and tone of voice, Teachers should be aware of nonverbal communication in the classroom for two basic reasons to become better receivers of students messages and to gain the abi lity to send positive signals that reinforce students learning while simultaneously becoming more skilled at avoiding negative signals that stifle their learning (Miller, 2005).Teachers need to be more concerned about their teaching-learning situations because the pattern of behavior of the teacher affects the pattern of behavior of the learner (Clark, 1978). With this, teachers must focus on changing the learners behavior by changing their own behavior. By paying attention to nonverbal communication, teachers can better manage their classroom and the learners in that environment. One major aspect of body language is eye contact, When you fail to make eye contact with someone, you are treating her or him as a nonperson and inviting that person tonotcommunicate (Andersen, 2004, p. 6). Teachers know that students respond to how they treat them. Therefore, when they choose to interact with them, they can help regulate behaviors by maintaining eye contact. In fact, eye contact from the teacher is the most important nonverbal behavior, for eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students. Increasing eye contact dramatically improves motivation in the learning process (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary paintingMona Lisa.Sentence and Verbal CommunicationStudied by many and known by all, this painting was the first study to look at body language. It intrigues so many people because the painting is so complex, just like body language. The most interesting aspect of this painting is Monas smile. This smile portrays more than just one emotion. In addition, Monas gaze follows the viewer no matter the angle she is viewed from. There are many meanings and emotions hidden in this picture and that is why it arguably is the known painting in the world (Riding, 2005, lines 4-6).In his book,The Expression of the Emotions in Man and Ani mals, Charles Darwin (1872) looked at how our emotions express our feelings and thoughts. Through his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, voice, and many other body features in order to verify a correlation between body language and others perceptions. Often, our facial features correlate with our tone of voice in order to express a certain feeling, The pitch of the voice bears some relation to certain states of feeling is tolerably clear (Darwin, 1872, p. 03). This being true, one can easily sense anothers emotion, such as high spirits, by simply focusing on the unspoken word A person in high spirits, though he/she may not actually smile, commonly exhibits some tendency to the retraction of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid the eyes are bright, and the colour of the face rises. The brain, being stimulated by the increased flow of blood, reacts on the mental powers lively ideas pass still more rapidly through the mind, and the affections are warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our whole body. Our emotions, mind, and body work as one to send signals to other people. People use body language to help drive interaction and keep others engaged. But what happens when our body language is not the same language as someone from another country? This poses a problem not only in society but in classrooms as well. Teachers are being asked more and more to create an atmosphere of inclusivity in order to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a responsibility to provide the best possible educational experience day to day and this experience must include body language for many reasons By incorporating the study of nonverbal messages into pre-service studies, teac hers will more readily be able to help students become cognizant of culture, ethnicity, and gender as important variables in everyday life. This will also help students, as they will benefit from an increased appreciation of diversity when they assume their future roles as parents, teachers, community leaders, co-workers, employers, and citizens.An inclusive education should facilitate the changes in climate necessary to ensure ongoing change, and knowledge of culturally specific nonverbal communication patterns can enhance this process (p. 2). Teachers goals are to help their students be active participants in their community and in society. In order to do so, students must be able to understand verbal and nonverbal communication signals as they relate from one person and one context to the next. Nonverbal relates to the unspoken word and a means to send messages that are not sanctioned for verbal delivery by our culture (Wiemann, 1975).As humans, we have a particular strength to r espond quickly and unconsciously pick up clues to others nonverbal behavior so that we can respond and react however, we are culture-bound in what we see and can interpret those behaviors incorrectly depending on our background and experiences (Cohen, 1971). Nonverbal behavior is difficult to control or to censor. Nonverbal behavior comes naturally to an individual based on true emotions, feelings, and culture it is less likely to be deceptive as verbal communication can be (Galloway, 1993).With this, there seems to be a necessity for teachers to have complete control over their nonverbal behaviors in order to communicate to their students effectively. Students read more from their teachers body language than they do their actual words. In fact, most teachers are not aware of the ways in which they transmit nonverbal messages to pupils. Classroom culture has its own nonverbal language and pupils absorb its nuances along with the spoken language (Spanjer, 1972). Peter Andersen (2004 ) claims immediacy behaviors, hich signal approach and availability, and send warm, stimulating messages to other people, help teachers develop a positive relationship with their students. Some immediacy behaviors include touching, smiling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing our conversations however, in the classroom, the most important immediacy behavior is eye contact, Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students (Andersen, 2004).Being able to read body language gives teachers an advantage at recognizing their students true emotions, enabling the teacher to be more effective on a minute-to-minute basis. By increasing immediacy behaviors, students motivation in the learning process dramatically improves (Andersen, 2004). Teachers need to be aware of immediacy behaviors, such as eye contact, in order to help their students succeed in the classr oom and, ultimately, outside of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. Research studies across K-college found that learners at all levels reacted more favorably to teachers who used nonverbal immediacy cues. Increasing immediacy behaviors dramatically improves students motivation (Goman, 2008). Andersen (2004) concluded people trust body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses redundant qualities that make it very hard to completely fake (Andersen, 2004). This is applied in classrooms as well. Students rely on the teachers body language in order to interpret the meaning of their words however, teachers are not well educated in the area of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate years that help prepare them in nonverbal communication because it is still a largely unexplored area (Ligons, 1973).Teachers must be aware of nonverbal communication in their classrooms because nonverbal communication is the medium through which relationships are maintained, regulated, and guided within culturally-prescribed patterns (Grove, 1976). Focusing on professional success in the classroom is crucial, especially at a changing time in educations history with the passing of the Budget Bill by Governor Walker, At a time when it is widely recognized that professional success is achieved with or through other people, the power of, nd the need for, good interpersonal skills couldnt be greater (Goman, 2008). Method The examination underlying this paper is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers find as problem students, different, and/or difficult. This investigation began with the articleThe No nverbal Advantage(Goman, 2008) and the evidence of increasing student motivation and success in the classroom by changing behavior. Understanding the importance of body language in the classroom setting provided a pathway of inquiry related to immediacy behaviors, student motivation/success, and the classroom teacher of the 21stcentury. This included reviewing research and articles from different time periods, even dating back to the late 19thcentury.The information collected proved the lack of current research existing in relation to nonverbal communication in a classroom setting however, after reading multiple examples that verify the significance body language has in relation to student achievement, information regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but also schools as a whole.A short survey of nine multiple choice questions and one open-ended question (optional to answer) focused on teachers views of nonverbal behavior in the profession of teaching and working with children. The survey also provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to aid in providing valuable information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students behavior and, ultimately, improve student achievement and motivation as well as schools success.