Debate

Abstract

In the main, previous well-controlled research on the effects of teacher behavior upon students has excluded consideration of nonverbal dimensions of teacher communications. The essential and important elements within the classroom situation have been presumed to be found through an analysis of the verbal communication (Galloway, 1971). Such an assumption draws little support from experienced teachers who know the potency of a glance, a gesture or the tone of voice. The present study attempted to extend to the classroom the findings of previous basic research on nonverbal communication.