Importance of an adequate use of non-verbal language in micro-teaching

Language in the human being represents one of the most important tools throughout its development, it is divided into verbal and non-verbal. In the communication process, non-verbal language has a 60% relevance. For this reason, a good use of it by the interlocutor will have good repercussions on the attention of the receiver. The relevance of non-verbal language research in micro-teaching makes it possible to raise the quality of teaching through the promotion of academic performance and interest. In this research, the teaching methodology was evaluated in three teachers of excellence, which showed relevance of the non-verbal language in his teaching, reflected in the same way in his students, who showed interest and motivation towards his chair.

In this PsychologyOnline article, we show a study that evidences the importance of an adequate use of non-verbal language in micro-teaching.

Index

1. Non-verbal language in teaching
2. Methodology
3. Discussion of results
4. Comparison of quantitative and qualitative results
5. Discussion

Language in the human being represents one of the most important tools throughout its development. East promotes communication between different individuals. This language is divided into verbal and non-verbal; that is to say, the spoken one and to which the postures and gestures of the individual during a speech refer respectively. The latter largely generates the impressions received from a caller; hence the conviction, interest and trust, among other characteristics, with which the transmitted message is classified. Movements, postures, clothing, age, sex, even smell are part of non-verbal expression; itself, the image that is projected to the public.

Communication is relevant in society, since it fulfills the role of relationships and interaction between people to adapt to the environment. Within the communication process, it is found that 35% of relevance is occupied by paralanguage, 7% by meaning and 55% by non-verbal language (Mehrabian A., 2010). It has been proven in relation to previous research and previous studies on the correct use of non-verbal language by an interlocutor has repercussions on the attention of the receiver.

Education has social and informational purposes, where the effectiveness will depend to a greater extent on the way of transmitting them. It has been studied that academic performance and interest is related to the teaching style, which implies that it is essential to analyze and deepen it. On the other hand, motivation is an essential variable for learning, since it promotes the performance and interest of the recipients (students). Like, the interaction between teacher and student within the study classroom is of utmost importance for teaching and learning, since from it the promotion of positive behaviors or responses by the recipients depends (in this case the students).

In this way, it is possible to provide the necessary information to raise awareness on the subject, as well as provide the tools necessary for a correct development of learning in the classroom, benefiting both students and teachers. It is also expected to create a positive change that guides for a better teaching-learning process.

Another fundamental characteristic of communication is the image of the interlocutor, since it transmits an identity and personality, which will influence the expression of a correct transmission and congruence of content. Recent data and research support that the receiver's attention is related to the appropriate use of non-verbal language. Although it is true that a large percentage of the message transmitted is qualified by the physical appearance of the subject, in a classroom, the teacher should make good use of it. Let us imagine that a teacher who presents his students with inappropriate clothing, with hooded pants and flip-flops, would provide at first glance, a carefree and disinterested personality in his work.

A investigation ofnon-verbal language in micro-teaching in professors from the Universidad Iberoamericana. Where each of them was evaluated through the observation method, a questionnaire was also applied to each of the students in their chairs.

Within the results obtained, it could be inferred that there is a strong relevance of non-verbal language, where the teachers chosen for excellence in their chair showed motivation, knowledge of their area, generators of interest to it, as well as facilitators in the understanding of the different thematic.

Evaluate the form of non-verbal language, as well as analyze the type of non-verbal language that is used by the professors of the Ibero-American university who teach courses in the psychology. As well as the classification of non-verbal language movements that are used when teaching a class.

Demonstrate the importance of a good use of non-verbal language in learning, affirm that the good use of non-verbal language entails to a better attention on the part of the students and to locate some suitable movements for a better performance on the part of the students. teachers.

The characteristics of the students may vary, whether in interest, classroom layout, comfort, ventilation. Likewise, the class schedule, as well as the duration it has.

The disposition of the teachers when teaching the class.

Elements of gender, age, occupation, university of origin, seniority and specialty of the professors will not be handled.

This study was based on the non-participant observation method to evaluate the teacher by observing his way of teaching the class, together with a questionnaire that has reagents that they measure the non-verbal language of the teacher directed at the teacher's students, where they evaluated their characteristics and their performance as a teacher.

The population characteristics: professors from the Universidad Iberoamericana, who teach subjects of the Degree in Psychology. The name of the subject taught is Neuroanatomy, 2nd semester for female and male sex.

Two are male and one female teachers. Of Mexican nationality and medium-high socioeconomic level.

The Selection criteria They were in relation to the subject of neuroanatomy, of the same semester, of the psychology degree at the Ibero-American University.

Of the instruments applied in the study, we have a questionnaire: where the students evaluated their teacher, counting on 48 items, which measure the characteristics and way of teaching their class of the teacher.

The second was for Non-participant observation: attending the classes given by the selected teacher, where the teaching method applied by him will be analyzed. That is, taking into account the verbal and non-verbal characteristics. Where aspects will be taken into account.

By means of the applied observation instrument of the professors when teaching their classes by the researchers, a analysis of the non-verbal language of the teachers evaluated, based on characteristics of the teacher when teaching his class. The results were the following:

• Teachers are considered to be appropriately dressed for their profession, demonstrating consistency towards their profession.
• The tone of voice used by the teachers is considered adequate.
• The use of hands that teachers have when expressing themselves is very good, which helps their students' understanding and attention at the same time.
• The movement that teachers have around the classroom is adequate, which allows their students to students have more vision of the teacher when teaching their class, and therefore follow that focus of attention.
• Regarding the gestures used by the teachers, it was not possible to reach a general conclusion, since each group maintains a different position. Group one considers that the gestures are few, group two evaluates these gestures as sufficient and group three considers that these are many.
• The tools (analogies, slides, exposition, blackboard, videos) used by the teachers were sufficient, which allowed a better understanding by their students.
• It was observed that teachers make little use of pauses when explaining to the class, which can make understanding a bit more tedious.
• Each of the teachers demonstrated a different use of parentheses, where one did make good use of them emphasizing more relevant knowledge, another enough, and one of them did not use them a lot of.
• The teachers showed not to use fillers.
• Equally, the teachers demonstrated visual contact with their students, which favored their students' attention.
• In relation to the speed at which they explained to their students, two of the teachers did not explain either very fast or very slow, which favors retention; However, one of them, from group 3, tended to explain a little faster to his students, which may be a little disadvantageous in cognitive retention.
• Teachers show interest in sharing their knowledge, which motivates their students to get into the subject. As on the other hand, the teachers showed a certain openness and accessibility to their students, giving them confidence to approach them and solve their doubts.
• In relation to proxemics, the teachers showed enough contact and closeness to them to generate trust.
• They are considered to have very few signs of nervousness when teaching the class, which connotes confidence and truthfulness when teaching. For this, they showed preparation in their knowledge, without traces of insecurity.
• It was possible to perceive that the teachers did not show many barriers between them and the students when teaching the class, therefore they could perceive more accessibility to them.
• The teachers showed a lot of authority when teaching their class, so there was a clear mark of the limits in it.
• Somewhat notable differences could be perceived in the teachers in terms of the sincerity they showed, in two of the groups, teachers showed truthfulness when giving their class, while in group 1 the teacher showed little truthfulness when imparting his matter.

One of the first dimensions of analysis is related to the personal and methodological characteristics of the teachers. According to the observation made, it was noted that the teachers comply with the evaluation elements. Likewise, from the results of the instrument applied to the students, averages were obtained, ranging from 95 to 99 points (in a range of 25) approximately of satisfaction of this dimension (see graph I). This means that the two evaluations show that there is an interest and pleasure in teaching your class, as a good use of non-verbal language, which allows the teacher to adequately transmit his knowledge. See Graph I.

Based on the analysis of the second dimension that evaluates the way in which teachers teach their classes, it can be infer that it is adequate, since there is a homogeneity of the results thrown by the students and that of the observers. The previous statement is shown in the 3 groups evaluated, where the results of the instrument applied to the students are obtained averages ranging from 25 to 27 points (in a range of 27) approximately of satisfaction of said dimension (see graph II). Among these characteristics evaluated, there is the teacher's displacement, his tone of voice, his use of alternative tools, their movements, etc., (as defined in the qualitative description section) See Graph II.

The non-verbal language in communication applied to teaching it connotes its importance in the ways of issuing certain information, reflected in the reception.

The purpose of the study of the evaluation of the non-verbal language used by the teachers of the Neuroanatomy subject of the 2nd semester of the Psychology career showed in its results a positive relevance in student learning, thus showing that certain movements, gesticulations, proxemics, eye contact, displacement, tools, such as Non-verbal language can be very useful for the teacher in generating interest, motivation, attention and retention to students. students.

From the results obtained in the observation of the teachers' classes, it was possible to compare the importance of non-verbal language in three different classrooms. First, you can refer to the teachers attire, which showed coherence with his profession, being able to transmit confidence and security at first sight.

On the other hand, the teacher's toneturned out to be adequate, neither too low nor too high, so that the student can attend and understand what the teacher wants to say or express. There was also a correct use of pauses and parentheses, which specified the most relevant information of the course.

There are no fillers in the teacher's speech, which broadens the vocabulary they use.

The use of hands was very marked, which greatly favored the attention and veracity of the information transmitted. Like a displacement of the teacher around the room, it allowed equity in the transmission and attention to all the students; on the other hand, there was also contact and approach to them, where the space of the students is not invaded, but rather warmth and trust are provided.

Teachers do use of tools when teaching your classes, and this favors the understanding, exemplification, reasoning and logical ordering of the transmitted information. Some of the most used were slides, analogies, blackboard and videos.

Teachers tend to motivate their students by generating self-confidence, causing coherence in their movements as well as in their speech, causing interest and functionality to the subject.

The non-verbal language is a key element that is present in all communication that is carried out personally and in person. It has a great functionality in teaching, since as mentioned above, it covers around 60% of what a message transmits in communication.

The importance of non-verbal language in the classroom is that it allows the facilitator to improve their verbal communication with an appropriate tone and rhythm, without neglecting the teaching technique. With these elements used in a complementary way and always close to the students, we arrive at a education that motivates students to obtain meaningful learning.

It is vitally important to understand what are the effects of non-verbal language within learning, since in this way it will be possible to improve the quality of teaching within the university community, which is expected to have a positive impact on the student population in the short and long deadlines.

The motivation is one of the main characteristics that encourages students' interest in learning, therefore which is one of the best tools that can influence academic performance and behavior.

Good motivation also arises from the ways in which the teacher develops communicatively towards his students; and although non-verbal language has shown a strong impact on the reception of the audience, thus achieving that in teaching the teacher manages to transmit what he wants to convey.

The importance in the teacher-student relationship should be taken into account, since it has an important influence on the crystallization of learning, that is, if the student finds pleasant, close, accessible, among other characteristics that make up the teacher in the classroom, their attention to teachings will be longer and performance will improve compared to a cold and distant relationship between the before mentioned.

Therefore, it can be said that the non-verbal language of the teacher within micro-teaching would lead him to adopt a physical and distinguished attitude through his clothing, his movements, their gestures, their movement, their eye contact, their proxemics, etc., which leads to a good command of the non-verbal teaching language, capturing the attention and interest of the student. student.

It is concluded that the provide useful non-verbal language tools for micro-teaching It would improve the capacity of the teacher when teaching his chair.

This article is merely informative, in Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.

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