Teaching as communicating: Advice for the higher education classroom

Abstract

Literature is reviewed and analyzed in an attempt to give teachers practical advice in three areas within the domain of instructional communication: classroom management, student learning, and self‐presentation. Specifically, nonverbal immediacy and prosocial message strategy employment are discussed as options for improving classroom management and for enhancing student learning. Suggestions for the proper use of tests and evaluations to enhance learning are also discussed. Research on teacher humor and the narrative lecturing style are considered as viable instructional strategies. Other factors that students focus on when evaluating teachers' performance are reviewed and classroom applications are offered.