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Nonverbal Patterns of Teachers from Five Countries and Nonverbal Communicative Intelligence: Results from the TIMSS-R Video Study

Abstract

ABSTRACT: This paper identifies and defines the nonverbal communication patterns of a subset of teachers from the TIMSS-R 1999 (Third International Mathematics and Science Study). The countries included in this study are Japan, the Czech Republic, Australia, the Netherlands and the United States. The nonverbal patterns of 25 teachers, five from each country (n=25) are identified based on a framework from Grinder (1997). Similarities and differences among the teachers within their country and across countries are discussed. Establishing and applying the framework developed by Grinder to all five countries allows for the generalization both within countries and across multi-national applications. This overview suggests possible teacher training in nonverbal skills to increase student attention and enhance student achievement. Drawing on the theoretical foundations of the structural, psychological, social, and cognitive linguists, the Grinder framework is supported. A compare and contrast discussion of the nonverbal patterns across the five countries is included. The nonverbal patterns of teachers are further discussed in relation to student achievement and cognition.

Lastly, a discussion introduces Nonverbal Communicative Intelligence (NCI); NCI is the mental operations for processing incoming verbal, visual, auditory, and kinesthetic (VAK) stimuli that interacts with the emotional, cognitive, and autonomic systems. NCI coordinates the input of VAK stimuli resulting in perceptions. Awareness of one's perceptions leads one to purposefully adapt, shape, and select communication to convey the intention of the message while simultaneously enhancing and sustaining the rapport and understanding among peoples. Specifically, the skills of NCI include the ability to be systematic in the use of gesture, voice, breathing and other nonverbal signals. A teacher skilled in NCI has an ability to notice and react to their student's nonverbal signals. They can forecast with some certainty the behavior of others based on the influence of their own nonverbal patterns.

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