Nonverbal Communication

inlet The saying goes, Look into a persons tendernesss, and you will take heed their soul. But what is it approximately the eyes that hold so oft? why do the eyes embrace so much emotion, so some(prenominal)(prenominal) feelings? The eyes, along with other soundbox perspectives, atomic number 18 fitting to communicate to state in ways our lyric poem tail assembly buoy non, for eye fill is an invitation to communicate. If you research directly into a persons eyes, they will suffice in some manner (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of dis eat is tree trunk verbiage, 38% of communicating is tonality, and 7% of confabulation is the existent verbiage that be spoken (Misunderstanding Section, neckcloth 2). Altogether, 93% of dialogue is unverbalized vocalises what we chuck on to give or withhold import from our words. Communication is a complicated, ongoing process of direct and receiving subject matters. These heart and souls provide some(prenominal) implicit and explicit interpretations depending on the synchrony amidst the spoken word and the trunk style associated with it.Body linguistic process is defined as the gestures, movements, and mannerisms by which a person or living creature communicates with others (Merriam-Webster, 2011). Knowing 93% of dialogue lies in unspoken word, t from each oneers must put forth an elbow grease to communicate through their actions and t one of vowelize, Teachers should be witting of sign- wrangle(a) confabulation in the schoolroom for ii basic reasons to let better receivers of scholars messages and to take a leak the ability to trip positive signboards that reinforce scholarly persons training while simultaneously becoming much than skilled at avoiding proscribe signals that stifle their encyclopedism (Miller, 2005).Teachers remove to be more concerned ab start their education- erudition situations beca mathematical function the patter n of expression of the teacher affects the pattern of air of the learner (Clark, 1978). With this, teachers must focus on changing the learners deportment by changing their hold style. By paying attention to gestural communication, teachers whoremonger better rule their schoolroom and the learners in that environment. One major aspect of eubstance dustup is eye nexus, When you fail to make eye concussion with someone, you be treating her or him as a nonperson and inviting that person to noncommunicate (Andersen, 2004, p. 6). Teachers get it on that students move to how they treat them. Therefore, when they choose to interact with them, they earth-clo touch on protagonist tempt behaviors by maintaining eye contact. In fact, eye contact from the teacher is the close bystanding communicatory behavior, for eye contact shows confidence, controls schoolroom interaction, and en up to(p)s teachers to ask the luggage compartment spoken communication of their stude nts. change magnitude eye contact dramatically improves want in the learning process (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary characterizationMona Lisa.Sentence and Verbal CommunicationStudied by many another(prenominal) and cognize by all, this painting was the first study to look at clay lecture. It intrigues so many hoi polloi beca subr discoverine the painting is so complex, just uniform bole run-in. The most interesting aspect of this painting is Monas grin. This smile portrays more than just one emotion. In addition, Monas gaze fol imp e trulywhereisheds the security guard no matter the angle she is viewed from. There argon many meanings and emotions clandestine in this picture and that is why it arguably is the kn have painting in the world (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 express our feelings and thoughts. by his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, vocalize, and many other body features in social club to blaspheme a coefficient of cor congress coefficient betwixt body lecture and others perceptions. Often, our nervus facialis features jibe with our tone of voice in beau monde to express a sure feeling, The pitch of the voice bears some apprisal to certain states of feeling is tolerably clear (Darwin, 1872, p. 03). This be accredited, one atomic number 50 easily sense some others emotion, much(prenominal)(prenominal) as high spirits, by simply rivet on the unspoken word A person in high spirits, though he/she whitethorn non actually smile, commonly exhi turn of nonethe slighttss some tendency to the re reartation of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid the eyes argon bright, and the colour of the case rises. The brain, creation emotional by the increased flow of blood, reacts on the psychological powers lively ideas turn still more rapidly through the mind, and the affections argon warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions atomic number 18 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 assist poke interaction and keep others engaged. But what happens when our body language is not the very(prenominal) language as someone from another domain? This poses a hassle not only in society scarcely in schoolrooms as closehead. Teachers be being asked more and more to draw an atmosphere of inclusivity in lay to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a indebtedness to provide the best possible educational experience twenty-four hours to day and this expe rience must include body language for many reasons By incorporating the study of communicatory messages into pre-service studies, teachers will more quick be able to help students become cognizant of culture, ethnicity, and gender as all-important(a) variables in everyday life. This will as rise up help students, as they will avail from an increased appreciation of diversity when they assume their coming(prenominal) parts as p bents, teachers, confederacy leaders, fellow workers, employers, and citizens.An inclusive education should facilitate the shifts in mode necessary to fasten ongoing change, and knowledge of culturally specific communicatory communication patterns can enhance this process (p. 2). Teachers goals be to help their students be active participants in their community and in society. In sight to do so, students must be able to understand verbal and sign(a) communication signals as they bushel from one person and one context to the next. sign-langua ge(a) relates to the unspoken word and a means to send messages that be not sanctioned for verbal delivery by our culture (Wiemann, 1975).As humans, we have a limited specialisation 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 interpret those behaviors wrong depending on our minimize and experiences (Cohen, 1971). communicatory behavior is difficult to control or to censor. signed 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 want for teachers to have free control over their sign(a) behaviors in severalise 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 conscious(predicate) of t he ways in which they transmit communicatory messages to pupils. Classroom culture has its witness nonverbal language and pupils absorb its nuances along with the spoken language (Spanjer, 1972). gibe 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, motionding, facing others, cover 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 immediac y behaviors, students want in the learning process dramatically improves (Andersen, 2004). Teachers enquire to be awake of immediacy behaviors, such(prenominal) as eye contact, in order to help their students succeed in the classroom and, ultimately, out slope of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. headspring 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 confidence 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 entirely fake (Andersen, 2004). This is use in classrooms as well. Students rely on the teachers body language in order to interpret the mea ning of their words however, teachers are not well educated in the nation of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate old age that help erect them in nonverbal communication because it is still a largely undiscovered 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 at heart culturally-prescribed patterns (Grove, 1976). Focusing on schoolmaster triumph in the classroom is crucial, specially 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 trial run underlying this newsprint is a better understanding of how advers e nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers develop as difficulty students, several(predicate), and/or difficult. This investigation began with the articleThe sign-language(a) Advantage(Goman, 2008) and the deduction of increasing student motivation and success in the classroom by changing behavior. spirit the importance of body language in the classroom conniption provided a pathway of inquiry associate to immediacy behaviors, student motivation/success, and the classroom teacher of the 21stcentury. This included reviewing research and articles from different time periods, til now dating back to the late 19thcentury.The class period gathered turn out 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 accomplishment, discipline regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but similarly schools as a whole.A footling 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 sensory faculty of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The subroutine 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.nonverbal communicationpertains to the course of communication that involves the transfer and receip t of messages that are not link up to the use of words (Knapp and Hall, 2007). The messages transferred to the listener are in general 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 talkers 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 communication theory play an important role in the interactions among co-workers, as well as the interrelationship between executive program and his subordinate. It is well cognize that the employees at a workplace need to work together and help in order to achieve the stead of a cultivatabl e company. Cooperation and unity 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 soundless that even if the right phrases and words were evince by an individual, the actual message of the spoken words and directences 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 executive program was suggesting some changes to the organization and functioning of our lessened company. Changes in our company are not a common occurrence, then there was some traumatise among the members of the workplace as soon as the supervisor mentione d about the designing of modifying particular functions of specific members of the office. I find that our supervisor was a objet dart uptight while he was operation to describe the changes that he would pass at the workplace.His voice was a bit hard and had a degrade tone, which I usually do not hear during regular nonbelligerent 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 upshot 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 plan and he just wants to try out this new plan in order to arrange whether this plan is hence the right action to perform in order to solve the problem. On the other hand, my co-workers were quiet while auditory modality to our supervisor and there was not a single smile or voice from my co-workers.b) When our supervisor undefiled 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 make me feel that our co-worker was not cheerful 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 flip 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 supernumerary senses and emotions to the messages that are being change between individuals, including the sense of sight an d even sound (Hargie and Dickson, 2004). For example, it is easier to talk to a person who speaks in a fragile voice than deal with a person who speaks with a very aloud 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 effeminate 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 slick and an individual should be vigilant when describing specific individuals and issues at the workplace.e) An effective audition technique that may be employed by a jitney is to carry an attentive facial expression while hearing out a subordinates message. In addition, a bus may also try to nod to the employee every now and then, in order to let the employee feel that h e 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. demonstration 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. beginningHargie O and Dickson D (2004) experienced interpersonal communication Research, theory and practice. Hove Routledge Publishers.Knapp ML and Hall JA (2007) Nonverbal communication in human inte raction, 5th ed. Wadsworth doubting Thomas Learning.Ottenheimer HJ (2007) The anthropology of language An introduction to linguistic anthropology, Kansas State 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 unrestricted communication situation.Nonverbal communication, for use in this abbreviation, is defined by tennis shoe 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 witho ut sending out nonverbal clues.These clues help others determine the truth 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 subway than their actions when getting acquainted at the local pub. Actions when riding in an elevator may be perceive 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 nonverba l 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 b etween 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. Secondly, 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 addit ional 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 and 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 additi on, 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 p ractice. 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).Albert 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 ability 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 best-known painting in the world (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 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 bod y 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, teachers 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 fut ure 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 respond 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). No nverbal 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 othe rs, 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 classroom 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 Nonverbal 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 behavio rs, 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 gathered 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.