Teachers’ nonverbal communication has a vital role within the classroom environment. This literary review examined (1) a historical perspective of teachers’ nonverbal communication, (2) the relationship between students’ perceptions of their learning and teachers’ nonverbal communication, (3) the relationship between standardized measurements of student learning and teachers’ nonverbal communication, and (4) the relationship between students’ perceptions of teacher credibility based on the teachers’ nonverbal communication. Findings in the literary study suggest that teachers’ nonverbal communication is beneficial to students’ academic success. This review has outlined elements of nonverbal communication a teacher could use to benefit student learning. Using the findings of this literature review, school administrators, higher education faculty, K-12 teachers, and professional development officials will find data that could assist their academic teaching.
"Professional Development: The Use of Nonverbal Communication During Class Lecture,"
Journal of Educational Leadership in Action: Vol. 2:
2, Article 6.
Available at: https://digitalcommons.lindenwood.edu/ela/vol2/iss2/6
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