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NON-VERBAL COMMUNICATION IN TEACHING PROCESS 

 

Aynur HUSEYNƏLIYEVA 

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It's known that effective communication is the basis of any successful relationship regardless whether it is personal or 

professional. It's important to emphasize that it's our nonverbal communication - our facial expressions, gestures, eye 

contact, posture, and tone of voice—that speak the loudest. The ability to understand and use nonverbal communication, or 

body language, is a powerful tool that can help you connect with others, express what you really mean, and build better 

relationships.  

As non-verbal communication is the best way to convey the ideas, it can be found in all areas of life as well as in 

education and its role in teaching process cannot be put aside. The usage of non-verbal communication in the classroom for 

discipline reasons, such as gaining a noisy class’s attention or telling a student to stop talking is considered more common 

rather than in teaching process. In fact, some research suggests that majority of all classroom communication is non-verbal, 

as there are a number of ways to use it in the classroom during teaching. Non-verbal communication is not only part of 

professional teaching competence but also it is necessary component of learning. It communication has implication not only 

for the teacher as well as the learner. Therefore, nonverbal communication should not only be a way used by the teacher to 

transmit language but, sometimes it should be itself taught to learners as a part of their communicative competence. 

Feldman (1990) proclaims that research regarding the use of non-verbal cues in education shows that teachers often 

send messages regarding their expectations via non-verbal cues such as facial expressions and overall body language. These 

nonverbal cues, according to Feldman, can have an outstanding impact on outcomes for student response and behavior. The 

modern research considers the issue of non-verbal communication in the context of mitigating and managing conflict 

between students and teachers. By the help of these cues, educators can work to improve outcomes when conflict arises with 

a student in the classroom.  

The research carried by Comadena, Hung and Simonds (2007) clarified the impact of teacher’s nonverbal behaviour on 

the progression of students in the classroom. As reported by these authors, the result of research has proved that the 

educator uses the specific non-verbal cues which have a direct effect on both the psychological attachment of the student to 

the teacher and the ability of the teacher to connect with the student. 

Mackay (2006) further examines the development and use of non-verbal cues in the classroom. As reported by this 

author, the non-verbal body language used by the educator is often first responded by students. The author notes: “The 

mood and tenor for the day or lesson is established in the first few minutes. At the outset of every class, students and teacher 

both instinctively assess how they should act and respond to each other. A teacher’s facial expression, eyes, voice, 

movement and gesture all convey confidence and control, or lack of these. As students become familiar with the teacher’s 

ways their responses don’t change unless the teacher gives due cause (p.54). It again confirms that the nonverbal 

communication used by the educator can have a powerful influence over the class. 

Researchers examining the impact of non-verbal communication on the development of the classroom have also 

reported that the impacts of non-verbal communication have different influences depending on the situational needs which 

arise in the classroom. Sime  (2006) notes that there are three areas for classroom development which are impacted by the 

teacher”s use of non-verbal communication. Sime argues that teacher’s non-verbal responses reinforce classroom processes 

in three specific areas. First, non-verbal communication can be used to reinforce cognitive learning. Second, non-verbal 

communication reinforces emotional connections between the student and the teacher. Finally, non-verbal communication 

sets an organizational tone for the classroom—i.e. with respect to the management of the classroom. 

Use of non-verbal cues in multicultural classroom is also great method for teachers to get all students on the same page. 

Many times, facial expressions or body language are used to convey the same message on a universal level. For example, 

putting one finger in front of your mouth means to be quiet, or a thumbs up gesture represents approval or someone doing a 

good job.  

Non-verbal communication in teaching process gives educators a number of opportunities in order to have effective 

lesson, keep the classroom calmer, save time, at the same time it allows all students from all cultures to be on the same page.  

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