The relation between reported awareness of non‐verbal communication and rated effectiveness in probationer and student teachers

Abstract

Forty probationer teachers were interviewed and questionnaires given to ninety‐two student teachers. They were asked how they could tell if a lesson was going well; what they would do if it was not; what they did to get attention at the start of a lesson; and whether their training had helped them in these respects. The responses were scored for mentions of non‐verbal communication. The teachers were also rated for effectiveness. Probationer teachers mentioned non‐verbal communication more often than student teachers. ‘Effective’ probationers mentioned non‐verbal communication more often than ‘ineffective’ ones, especially the more subtle cues of gaze and posture. There were no corresponding differences among the student teachers.