Teacher Nonverbal Communications and Cues
The classroom can be very challenging at times. Especially working with infants/ toddlers. Figuring out the student’s nonverbal cues is a lot of trial and error. As teachers we need to remember to think about our facial expressions, body language, tones, etc.
When a teacher is happy, smiling, being in proximity, and interacting with the children the children will be happy, and engaging back. It is important to create a rapport with our students, but in doing so we need to keep ourselves in check. “Young children’s positive peer interactions occur…within child-controlled, playful pursuits…and adult scaffolding to support…” (Berk, 2022, pg. 366). In the classroom teachers who have high energy “…children respond enthusiastically to teachers who have a high level of energy…” (Essa & Burnham, 2019, pg. 71). Positive teacher nonverbal communications go a long way in the classroom. Children will want to go to class and be round their teacher. Students will interact more, feel comfortable in their environment. Reminder, not all children come from a loving, understanding, patient family. The teacher is like the next parent of the child or children. Students spend most of the day with their teachers. Positive nonverbal cues are crucial in the classroom setting, negative nonverbal communication not so much.
If a teacher is upset, making mean facial expressions, the teacher is not creating an inviting, warming or comfortable space for the children. Children can read the room and pick up on their surroundings. The classroom will become very tense. Some students may stay quiet or not socialize, while others may create a little disruption. It is important for teachers to take a step back, or maybe call in someone to step in the classroom, so you may be able to step out and regulate yourself. Take deep breaths, do not bring your outside problems in the classroom and try not to let your emotions, facial expressions, body language, tone of voice get the best of you in your classroom.
On page 71 of the textbook, “Introduction to Early Childhood Education,” teachers should have, according to Da Ros- Voseles and Moss (2007), empathy, positive view of others, positive view of self, authenticity and meaningful purpose and vision. Creating positive verbal cues in the classroom will help in adapting and teaching the children. A smile, high-five, fist bump, and hugs go a long way in the classroom.
Works Cited:
Berk, L. E. (2022). Infants and Children (9th ed.). SAGE Publications, Inc. (US). https://ua-bookshelf.vitalsource.com/books/9781071895139
Essa, E. L., & Burnham, M. M. (2019). Introduction to Early Childhood Education Interactive Edition (8th ed.). SAGE Publications, Inc. (US). https://ua-bookshelf.vitalsource.com/books/9781544365022