A Study On Teachers’ Nonverbal Behavior In Primary School Based On Classroom Management

The classroom is the primary setting for strengthening moral education and cultivating people,the quality of instruction is the foundation for talent development.Teachers’ words and actions have an impact on the quality of instruction."The teacher is a model," as the ancient adage says."Words and deeds flow in a way that can be a model." In the course of educational interaction,the teacher’s encouraging glance,affirmative smile,and caring hug will have a positive impact on the learners’ mindset and emotions,but some inappropriate non-verbal behaviors will do harm to the teacher’s educational effect,deteriorate the teacher-student relationship,and become a barrier to the achievement of educational goals.However,teachers pay more attention to the audible classroom,Teachers’ nonverbal behaviors,which are an important part of educational communication activities,are frequently reduced to unintentional,it’s spontaneous behaviors that teachers are used to,and they are unaware of the impact and effect of teachers’ nonverbal behaviors in classroom management work,nor have they made any conscious efforts to use teachers’ nonverbal behaviors.This study makes an effort to consciously apply teachers’ nonverbal behaviors to the management of classroom instruction.The research was based on the findings of a study conducted by MY affiliated school in Y.Three expert teachers and three novice teachers who teach language,mathematics,and English subjects,as well as their classroom students,were utilized as the study’s major subjects,and the use of their nonverbal behaviors was researched using observation,questionnaires,and interviews.We also look at the form and purpose of nonverbal conduct in elementary classrooms,as well as the issues that arise and the distinctions between expert and novice teachers.The study found that teachers’ nonverbal behavior can assist them in managing educational content design,making it exciting and vivid,and attracting students’ attention.It can also assist teachers in efficiently organizing and controlling student conduct in the classroom,build a harmonious teacher-student relationship,and ultimately achieve good educational and teaching results.It is an effective classroom management tool that deserves attention.Teachers’ problems were identified through classroom observations and teacher interviews,and the causes of the problems were analyzed and found to be primarily due to teachers’ lack of knowledge about the theory of teachers’ nonverbal behavior;insufficient attention to teachers’ nonverbal behavior;and Schools pay little attention to the evaluation and training of teachers’ nonverbal behavior,and the strains placed on teachers by their jobs and personal lives.These are the factors that limit the effectiveness of nonverbal behavior management in the classroom.Finally,we propose strategies for the use and enhancement of teachers’ nonverbal behavior based on the root causes,the differences between expert and novice teachers,and the relevant principles of application: changing teachers’ perceptions of nonverbal behavior;attaching importance to teachers’ nonverbal behavior learning;developing assessment and evaluation criteria and corresponding reward systems;alleviating teachers’ stress in multiple ways;regulating teachers’ nonverbal behavior;improving the overall quality of teachers.To provide a positive reference for developing elementary teachers’ nonverbal behavior literacy and to inspire a teacher’s nonverbal behavior perspective for high-quality classroom management in elementary schools.