Goffman Research Paper

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Palm Beach Atlantic University *

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3163

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Communications

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Feb 20, 2024

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docx

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Brunner1 Body Language in the Classroom Rachel Brunner Professor Dr. Stephanie Bennett COM 3163: Nonverbal Communication 18 October 2023

Brunner2 Rachel Brunner Professor Dr. Stephanie Bennett COM 3163: Nonverbal Communication 18 October 2023 Body Language in the Classroom In the classroom, both teachers and students have their own way of expressing body language and it plays an important role in the learning process. It contributes to the overall learning environment by conveying a great deal of information. In order to better understand a person, it is important to understand their body language. In Goffman’s book, The Presentation of Self in Everyday Life he states, “The expressive coherence that is required in performances points out a crucial discrepancy between our all-too-human selves and our socialized selves. As human beings we are presumably creatures of variable impulse with moods and energies that change from one moment to the next. As characters put on for an audience, however, we must not be subjects to ups or downs. A certain bureaucratization of the spirit is expected so that we can be relied upon to give a perfectly homogenous performance at every appointed time” (Goffman). In the classroom, various aspects of body language can have a significant influence, including eye contact, posture, gestures, and facial expressions. Building relationships between teachers and students can be accomplished through body language in the classroom. Body language helps to effectively communicate, provides a positive learning environment, and helps to make a positive learning environment. Author M. Anderson states, “Nonverbal’ suggests a relationship with ‘verbal,’ that term narrowly referring to human spoken language, or speech”

Brunner3 (Anderson) . A successful teaching and learning experience requires one to pay attention to one's own body language and to others' non-verbal cues. In the classroom, teachers and students both use eye contact as a part of their body language. Student's academic progress is greatly influenced by how their teachers interact with them and treat them, making eye contact with students is an example of this. Eye contact not only influences how they treat them, but it can establish a connection with a student. It is important for teachers to maintain eye contact in order to monitor the engagement of students, and signal students to participate in class. Students can also establish a connection with the teacher and establish authority through this. Students demonstrating attentiveness and respect to the teacher when they make eye contact while speaking. M. Anderson states, “ Nonverbal communication without obligatory ties to language is by far the most diverse category, and may be vocal, involving sounds originating in the vocal tract, or nonvocal” (Anderson) . By using eye contact, students often seek approval from teachers or guidance from them. Peers may also communicate nonverbally by making eye contact. Additionally, it can indicate that they are actively participating in class. By participating in discussions or responding to questions, they demonstrate that they are paying attention to what is being said. Different students may respond differently to eye contact in the classroom depending on the context, purpose, and the individual. It also encourages the student-teacher interaction. Striking a balance between eye contact and maintaining a conversation is essential. Extending eye contact or staring intensely can cause an impression of discomfort in a teacher or student. To facilitate effective communication and create a positive classroom atmosphere, it is essential to use eye contact in order to facilitate effective communication. The teacher’s eye contact can have a great impact on students, so it's vital that teachers use it responsibly. By using eye contact effectively, students can become more

Brunner4 engaged, participate, and comprehend more. It is important for teachers and students to maintain eye contact in the classroom as well as to maintain good posture. Teachers and students both interpret posture as part of their body language in the classroom. An upright posture can convey authority and confidence, which can be demonstrated by a teacher with good posture. In addition, an engaged posture indicates that the teacher is actively involved in the teaching process, such as facing the class, making eye contact, and moving purposefully. The purpose of this technique is to capture students' attention and help them to concentrate. Despite that, teachers need appear approachable by students, and that can often involve taking a more relaxed stance. The posture of a teacher should also be approachable, even though confidence is important. Students may feel more comfortable interacting with a teacher who has a relaxed but professional stance rather than one who is overly rigid. Students who have good posture are engaged, whereas those who have bad posture are unengaged. When students sit upright and attentively, they show they are interested in what they are learning. Engagement and attentiveness of students can be detected by the way they sit and carry themselves. Students who are in an upright position are generally engaged and listening actively. It can show disinterest or discomfort when a student slouches, fiddles, or turns away from a teacher. Students who are having difficulty learning the material can be checked in on by teachers using these cues. In addition, students who engage in class discussions, ask questions, and interact with their classmates are more likely to sit forward, make eye contact, and maintain an open posture. Teachers can contribute to physical well-being in the classroom by being aware of their posture and that of their students. Using non-verbal communication, classroom posture can convey confidence, engagement, approachability, and attention. Posture can be used by both teachers and students to facilitate positive and effective learning. In addition, teachers should be

Brunner5 mindful of how they stand when teaching as their posture can have a significant effect on the student's behavior and the mood of the classroom. Body language in the classroom is largely derived from gestures. Teachers and students can communicate, engage, and understand each other better with them. It is important for teachers to use gestures when explaining concepts in the classroom because gestures often clarify and simplify complex ideas. In the article by M. Anderson he states, “The body itself communicates particularly through the face, and through all gestures, all stances, and all other behavior, especially that involving movement and distance as well” ( Anderson ) . A physics instructor might illustrate an object's trajectory with hand movements or a chemical engineer might illustrate a molecule's structure with hand movements. It is possible for students to become more familiar with abstract concepts with the help of these visual aids. Additionally, it makes a lecture or discussion more effective by emphasizing key points. Students can better retain information if they are made aware of it through a simple gesture or movement. It is possible for teachers to make their instructions more understandable by using gestures. An equation or scientific process could be demonstrated through hand movements, for instance. The use of gestures can assist in emphasizing points, explaining concepts, and ensuring that students are engaged. Distracting gestures, however, include excessive movements or erratic movements. Gestures that accompany relevant information may help students better understand and remember it. The gestures a student makes can be used to express how he or she feels about the lesson. By using this method, teachers can see the mood in the classroom and address any concerns or issues that arise. Teachers and students both benefit from gesturing as a means of communicating non-verbally in the classroom. Gestures facilitate effective teaching, learning, and interaction. An effective and dynamic educational environment can be achieved through

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