Nonverbal Communication

Introduction The saying goes, â€Å"Look into a person’s eyes, and you will see their soul. † But what is it about the eyes that hold so much? Why do the eyes embrace so much emotion, so many feelings? The eyes, along with other body aspects, are able to communicate to people in ways our words cannot, for â€Å"eye contact is an invitation to communicate. If you look directly into a person’s eyes, [†¦] they will respond in some manner† (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of communication is body language, 38% of communication is tonality, and 7% of communication is the actual words that are spoken (Misunderstanding Section, line 2). Altogether, 93% of communication is unspoken words – what we use to give or withhold meaning from our words. Communication is a complicated, ongoing process of sending and receiving messages. These messages provide both implicit and explicit interpretations depending on the synchrony between the spoken word and the body language associated with it.Body language is defined as â€Å"the gestures, movements, and mannerisms by which a person or animal communicates with others† (Merriam-Webster, 2011). Knowing 93% of communication lies in unspoken word, teachers must put forth an effort to communicate through their actions and tone of voice, â€Å"Teachers should be aware of nonverbal communication in the classroom for two basic reasons: to become better receivers of students' messages and to gain the ability to send positive signals that reinforce students' learning while simultaneously becoming more skilled at avoiding negative signals that stifle their learning† (Miller, 2005).Teachers need to be more concerned about their teaching-learning situations because â€Å"the pattern of behavior of the teacher affects the pattern of behavior of the learner† (Clark, 1978). With this, teachers must focus on changing the learner’s behavior by changing their own behavior. By paying attention to nonverbal communication, teachers can better manage their classroom and the learners in that environment. One major aspect of body language is eye contact, â€Å"When you fail to make eye contact with someone, you are treating her or him as a nonperson and inviting that person to  not  communicate† (Andersen, 2004, p. 6). Teachers know that students respond to how they treat them. Therefore, when they choose to interact with them, they can help regulate behaviors by maintaining eye contact. In fact, eye contact from the teacher is the most important nonverbal behavior, for â€Å"eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students. [†¦] Increasing [†¦] eye contact dramatically improves motivation in the learning process† (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary painting  Mona Lisa.Sent ence and Verbal CommunicationStudied by many and known by all, this painting was the first study to look at body language. It intrigues so many people because the painting is so complex, just like body language. The most interesting aspect of this painting is Mona’s smile. This smile portrays more than just one emotion. In addition, Mona’s gaze follows the viewer no matter the angle she is viewed from. There are many meanings and emotions hidden in this picture and that is why it arguably is the best-known painting in the world (Riding, 2005, lines 4-6).In his book,  The Expression of the Emotions in Man and Animals, Charles Darwin (1872) looked at how our emotions express our feelings and thoughts. Through his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, voice, and many other body features in order to verify a correlation between body language and others’ perceptions. Oft en, our facial features correlate with our tone of voice in order to express a certain feeling, â€Å"The pitch of the voice bears some relation to certain states of feeling is tolerably clear† (Darwin, 1872, p. 03). This being true, one can easily sense another’s emotion, such as high spirits, by simply focusing on the unspoken word: A [person] in high spirits, though [he/she] may not actually smile, commonly exhibits some tendency to the retraction of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid; the eyes are bright, and the colour of the face rises. The brain, being stimulated by the increased flow of blood, reacts on the mental powers; lively ideas pass still more rapidly through the mind, and the affections are warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our whole body. Our emotions, mind, and body work as one to send signals to other people. People use body lan guage to help drive interaction and keep others engaged. But what happens when our body language is not the same â€Å"language† as someone from another country? This poses a problem not only in society but in classrooms as well. Teachers are being asked more and more to create an atmosphere of inclusivity in order to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a responsibility to provide the best possible educational experience day to day and this experience must include body language for many reasons: By incorporating the study of nonverbal messages into pre-service studies, teachers will more readily be able to help students become cognizant of culture, ethnicity, and gender as important variables in everyday life. This will also help students, as they will benefit from an increased appreciation of diversity when they assume their future roles as parents, teachers, community leaders , co-workers, employers, and citizens.An inclusive education should facilitate the changes in climate necessary to ensure ongoing change, and knowledge of culturally specific nonverbal communication patterns can enhance this process (p. 2). Teachers’ goals are to help their students be active participants in their community and in society. In order to do so, students must be able to understand verbal and nonverbal communication signals as they relate from one person and one context to the next. Nonverbal relates to the unspoken word and a means to send messages that are â€Å"not sanctioned for verbal delivery by our culture† (Wiemann, 1975).As humans, we have a particular strength to respond quickly and unconsciously pick up clues to other’s nonverbal behavior so that we can respond and react; however, we are culture-bound in what we see and can interpret those behaviors incorrectly depending on our background and experiences (Cohen, 1971). Nonverbal behavior i s difficult to control or to censor. Nonverbal behavior comes naturally to an individual based on true emotions, feelings, and culture – it is less likely to be deceptive as verbal communication can be (Galloway, 1993).With this, there seems to be a necessity for teachers to have complete control over their nonverbal behaviors in order to communicate to their students effectively. Students read more from their teacher’s body language than they do their actual words. In fact, most teachers â€Å"are not aware of the ways in which they transmit nonverbal messages to pupils. Classroom culture has its own nonverbal language and pupils absorb its nuances along with the spoken language† (Spanjer, 1972). Peter Andersen (2004) claims immediacy behaviors, hich â€Å"signal approach and availability, and send warm, stimulating messages to other people,† help teachers develop a positive relationship with their students. Some immediacy behaviors include touching, smi ling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing our conversations; however, in the classroom, the most important immediacy behavior is eye contact, â€Å"Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students† (Andersen, 2004).Being able to read body language gives teachers an advantage at recognizing their students’ true emotions, enabling the teacher to be more effective on a minute-to-minute basis. By increasing immediacy behaviors, students’ motivation in the learning process dramatically improves (Andersen, 2004). Teachers need to be aware of immediacy behaviors, such as eye contact, in order to help their students’ succeed in the classroom and, ultimately, outside of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. Research studies [across K-college] found that learners at all levels reacted more favorably to teachers who used nonverbal immediacy cues. [†¦] Increasing immediacy behaviors dramatically improves students’ motivation† (Goman, 2008). Andersen (2004) concluded people trust body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses redundant qualities that make it very hard to completely fake (Andersen, 2004). This is applied in classrooms as well. Students rely on the teacher’s body language in order to interpret the meaning of their words; however, teachers are not well educated in the area of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate years that help prepare them in nonverbal communication because it is still a largely unexplored area (Ligons, 1973).Teachers must be aware of nonverbal communication in their classrooms because â€Å"nonverbal communication i s the medium through which relationships are maintained, regulated, and guided within culturally-prescribed patterns† (Grove, 1976). Focusing on professional success in the classroom is crucial, especially at a changing time in education’s history with the passing of the Budget Bill by Governor Walker, â€Å"At a time when it is widely recognized that professional success is achieved with or through other people, the power of, nd the need for, good interpersonal skills couldn’t be greater† (Goman, 2008). Method The examination underlying this paper is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers find as â€Å"problem students,† â€Å"different,† and/or â€Å"difficult. This investigation began with the articleThe Nonverbal Advantage  (Goman, 2008) and the evidence of increasing student motivati on and success in the classroom by changing behavior. Understanding the importance of body language in the classroom setting provided a pathway of inquiry related to immediacy behaviors, student motivation/success, and the classroom teacher of the 21st  century. This included reviewing research and articles from different time periods, even dating back to the late 19th  century.The information gathered proved the lack of current research existing in relation to nonverbal communication in a classroom setting; however, after reading multiple examples that verify the significance body language has in relation to student achievement, information regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but also schools as a whole.A short survey of nine multiple choice questions and one open-ended question (optional to answer) focused on teachers’ views of nonverbal behavior in the profession of teaching and working with children. The survey also provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to aid in providing valuable information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students’ behavior and, ultimately, improve student achievement and motivation as well as schools’ success. Nonverbal communication pertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and Hall, 2007).   The messages transferred to the listener are generally associated with body language, as well as gestures, posture, external appearance or clothing, facial manifestations and even hairstyles.   Nonverbal communication is thus strongly influenced by visual messages which symbolize particular meanings to the listener.   Other paralanguage forms of nonverbal communication include the quality of the speaker’s voice and his style of speaking.   It should be noted that any features related to stress and rhythm of the speaker’s voice may also influence how a listener receives a speaker’s message. In the workplace, nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate.   It is well known that the employees at a workplace need to work together and cooperate in order to achieve the status of a productive company.   Cooperation and harmony are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are often influenced by both verbal and nonverbal communications among individuals in the workplace (Ottenheimer, 2007). It should be understood that even if the right phrases and words were expressed by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener.   These nonverbal signs may or may not be consciously being shown yet it is a fact that these nonverbal signs often modify the message that is sent out to the listener. a)   In a meeting at my workplace, our supervisor was suggesting some changes to the organization and functioning of our small company.   Changes in our company are not a common occurrence, hence there was some shock among the members of the workplace as soon as the supervisor mentioned about the plan of modifying particular functions of specific members of the office.   I noticed that our supervisor was a bit uptight while he was proceeding to describe the changes that he would implement at the workplace. His voice was a bit hard and had a lower tone, which I usually do not hear during regular peaceful workdays.   In addition, the supervisor was sweating in his forehead hence this gave me two impressions.   Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about.   Secondly, I felt that our supervisor was not sure about his plan and he just wants to try out this new plan in order to determine whether this plan is indeed the right action to perform in order to solve the problem.   On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers. b)   When our supervisor finished explaining his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office.   One co-worker asked why our supervisor came up with this plan. However, I also noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually upset over the changes that the supervisor was planning to implement.   At this point, the supervisor tried to explain his side of the plan with a normal pitched voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company. c)   Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004).   For example, it is easier to talk to a person who speaks in a soft voice than deal with a person who speaks with a very loud voice. d)   The use words in communication often involves meanings hence individuals should be careful with their choice of words because there a certain words that are linked to denotations or connotations.   For example, if a co-worker calls a female co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around.   Hence the use of words may be tricky and an individual should be cautious when describing specific individuals and issues at the workplace. e)   An effective listening technique that may be employed by a manager is to carry an attentive facial expression while hearing out a subordinate’s message.   In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is welcome to express his ideas and concerns to his supervisor.   The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying. Conclusion:   Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals.   Nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate because it positive communications promote cooperation and harmony between individuals. Reference Hargie O and Dickson D   (2004): Skilled interpersonal communication: Research, theory and practice. Hove: Routledge Publishers. Knapp ML and Hall JA (2007): Nonverbal communication in human interaction, 5th ed. Wadsworth: Thomas Learning. Ottenheimer HJ (2007):   The anthropology of language: An introduction to linguistic anthropology, Kansas State: Thomson Wadsworth.                         Nonverbal Communication Nonverbal communication is a very large part of human communication behavior. The types of nonverbal communication can range from a simple smile to an obvious avoidance of eye contact, but each behavior carries a direct message that can be understood by all the individuals in a public communication situation. Nonverbal communication, for use in this analysis, is defined by Canary and Dindia (1998) as the form of communication that does not include words; messages expressed by nonlinguistic means, people s actions or attributes, including their use of objects, sounds, time and space, that have socially shared significance and stimulate meaning in others (Canary &Dindia, 1998). Nonverbal communication plays a role in all communication: it is impossible to communicate without sending out nonverbal clues. These clues help others determine the truth behind one’s words and their true feelings. Nonverbal communication is a powerful form of communication in that it expresses and reveals attitudes and attributes that may not be expressed by the words spoken. Through my own observation of a public communication situation, a set of rules for nonverbal communication for that situation was determined, yet it varied according to age and gender. Nonverbal communication rules may differ according to the situation.Sentence and Verbal Communication An individuals actions are different when riding on the subway than their actions when getting acquainted at the local pub. Actions when riding in an elevator may be perceived very differently when doing business at a post office. This analysis does not assume or argue that the rules for nonverbal communication are the same for every public communication situation. Rather, each situation has its own set of rules for nonverbal behavior, and the observation and experience of each situation determines its set of rules. Nonverbal communication pertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and Hall, 2007).   The messages transferred to the listener are generally associated with body language, as well as gestures, posture, external appearance or clothing, facial manifestations and even hairstyles.   Nonverbal communication is thus strongly influenced by visual messages which symbolize particular meanings to the listener.   Other paralanguage forms of nonverbal communication include the quality of the speaker’s voice and his style of speaking.   It should be noted that any features related to stress and rhythm of the speaker’s voice may also influence how a listener receives a speaker’s message. In the workplace, nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate.   It is well known that the employees at a workplace need to work together and cooperate in order to achieve the status of a productive company.   Cooperation and harmony are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are often influenced by both verbal and nonverbal communications among individuals in the workplace (Ottenheimer, 2007). It should be understood that even if the right phrases and words were expressed by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener.   These nonverbal signs may or may not be consciously being shown yet it is a fact that these nonverbal signs often modify the message that is sent out to the listener. a)   In a meeting at my workplace, our supervisor was suggesting some changes to the organization and functioning of our small company.   Changes in our company are not a common occurrence, hence there was some shock among the members of the workplace as soon as the supervisor mentioned about the plan of modifying particular functions of specific members of the office.   I noticed that our supervisor was a bit uptight while he was proceeding to describe the changes that he would implement at the workplace. His voice was a bit hard and had a lower tone, which I usually do not hear during regular peaceful workdays.   In addition, the supervisor was sweating in his forehead hence this gave me two impressions.   Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about.   Secondly, I felt that our supervisor was not sure about his plan and he just wants to try out this new plan in order to determine whether this plan is indeed the right action to perform in order to solve the problem.   On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers. b)   When our supervisor finished explaining his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office.   One co-worker asked why our supervisor came up with this plan. However, I also noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually upset over the changes that the supervisor was planning to implement.   At this point, the supervisor tried to explain his side of the plan with a normal pitched voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company. c)   Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004).   For example, it is easier to talk to a person who speaks in a soft voice than deal with a person who speaks with a very loud voice. d)   The use words in communication often involves meanings hence individuals should be careful with their choice of words because there a certain words that are linked to denotations or connotations.   For example, if a co-worker calls a female co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around.   Hence the use of words may be tricky and an individual should be cautious when describing specific individuals and issues at the workplace. e)   An effective listening technique that may be employed by a manager is to carry an attentive facial expression while hearing out a subordinate’s message.   In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is welcome to express his ideas and concerns to his supervisor.   The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying. Conclusion:   Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals.   Nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate because it positive communications promote cooperation and harmony between individuals. Reference Hargie O and Dickson D   (2004): Skilled interpersonal communication: Research, theory and practice. Hove: Routledge Publishers. Knapp ML and Hall JA (2007): Nonverbal communication in human interaction, 5th ed. Wadsworth: Thomas Learning. Ottenheimer HJ (2007):   The anthropology of language: An introduction to linguistic anthropology, Kansas State: Thomson Wadsworth.                         Nonverbal Communication Introduction The saying goes, â€Å"Look into a person’s eyes, and you will see their soul. † But what is it about the eyes that hold so much? Why do the eyes embrace so much emotion, so many feelings? The eyes, along with other body aspects, are able to communicate to people in ways our words cannot, for â€Å"eye contact is an invitation to communicate. If you look directly into a person’s eyes, [†¦] they will respond in some manner† (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of communication is body language, 38% of communication is tonality, and 7% of communication is the actual words that are spoken (Misunderstanding Section, line 2). Altogether, 93% of communication is unspoken words – what we use to give or withhold meaning from our words. Communication is a complicated, ongoing process of sending and receiving messages. These messages provide both implicit and explicit interpretations depending on the synchrony between the spoken word and the body language associated with it.Body language is defined as â€Å"the gestures, movements, and mannerisms by which a person or animal communicates with others† (Merriam-Webster, 2011). Knowing 93% of communication lies in unspoken word, teachers must put forth an effort to communicate through their actions and tone of voice, â€Å"Teachers should be aware of nonverbal communication in the classroom for two basic reasons: to become better receivers of students' messages and to gain the ability to send positive signals that reinforce students' learning while simultaneously becoming more skilled at avoiding negative signals that stifle their learning† (Miller, 2005).Teachers need to be more concerned about their teaching-learning situations because â€Å"the pattern of behavior of the teacher affects the pattern of behavior of the learner† (Clark, 1978). With this, teachers must focus on changing the learner’s behavior by changing their own behavior. By paying attention to nonverbal communication, teachers can better manage their classroom and the learners in that environment. One major aspect of body language is eye contact, â€Å"When you fail to make eye contact with someone, you are treating her or him as a nonperson and inviting that person to  not  communicate† (Andersen, 2004, p. 6). Teachers know that students respond to how they treat them. Therefore, when they choose to interact with them, they can help regulate behaviors by maintaining eye contact. In fact, eye contact from the teacher is the most important nonverbal behavior, for â€Å"eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students. [†¦] Increasing [†¦] eye contact dramatically improves motivation in the learning process† (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary painting  Mona Lisa.Sent ence and Verbal CommunicationStudied by many and known by all, this painting was the first study to look at body language. It intrigues so many people because the painting is so complex, just like body language. The most interesting aspect of this painting is Mona’s smile. This smile portrays more than just one emotion. In addition, Mona’s gaze follows the viewer no matter the angle she is viewed from. There are many meanings and emotions hidden in this picture and that is why it arguably is the best-known painting in the world (Riding, 2005, lines 4-6).In his book,  The Expression of the Emotions in Man and Animals, Charles Darwin (1872) looked at how our emotions express our feelings and thoughts. Through his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, voice, and many other body features in order to verify a correlation between body language and others’ perceptions. Oft en, our facial features correlate with our tone of voice in order to express a certain feeling, â€Å"The pitch of the voice bears some relation to certain states of feeling is tolerably clear† (Darwin, 1872, p. 03). This being true, one can easily sense another’s emotion, such as high spirits, by simply focusing on the unspoken word: A [person] in high spirits, though [he/she] may not actually smile, commonly exhibits some tendency to the retraction of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid; the eyes are bright, and the colour of the face rises. The brain, being stimulated by the increased flow of blood, reacts on the mental powers; lively ideas pass still more rapidly through the mind, and the affections are warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our whole body. Our emotions, mind, and body work as one to send signals to other people. People use body lan guage to help drive interaction and keep others engaged. But what happens when our body language is not the same â€Å"language† as someone from another country? This poses a problem not only in society but in classrooms as well. Teachers are being asked more and more to create an atmosphere of inclusivity in order to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a responsibility to provide the best possible educational experience day to day and this experience must include body language for many reasons: By incorporating the study of nonverbal messages into pre-service studies, teachers will more readily be able to help students become cognizant of culture, ethnicity, and gender as important variables in everyday life. This will also help students, as they will benefit from an increased appreciation of diversity when they assume their future roles as parents, teachers, community leaders , co-workers, employers, and citizens.An inclusive education should facilitate the changes in climate necessary to ensure ongoing change, and knowledge of culturally specific nonverbal communication patterns can enhance this process (p. 2). Teachers’ goals are to help their students be active participants in their community and in society. In order to do so, students must be able to understand verbal and nonverbal communication signals as they relate from one person and one context to the next. Nonverbal relates to the unspoken word and a means to send messages that are â€Å"not sanctioned for verbal delivery by our culture† (Wiemann, 1975).As humans, we have a particular strength to respond quickly and unconsciously pick up clues to other’s nonverbal behavior so that we can respond and react; however, we are culture-bound in what we see and can interpret those behaviors incorrectly depending on our background and experiences (Cohen, 1971). Nonverbal behavior i s difficult to control or to censor. Nonverbal behavior comes naturally to an individual based on true emotions, feelings, and culture – it is less likely to be deceptive as verbal communication can be (Galloway, 1993).With this, there seems to be a necessity for teachers to have complete control over their nonverbal behaviors in order to communicate to their students effectively. Students read more from their teacher’s body language than they do their actual words. In fact, most teachers â€Å"are not aware of the ways in which they transmit nonverbal messages to pupils. Classroom culture has its own nonverbal language and pupils absorb its nuances along with the spoken language† (Spanjer, 1972). Peter Andersen (2004) claims immediacy behaviors, hich â€Å"signal approach and availability, and send warm, stimulating messages to other people,† help teachers develop a positive relationship with their students. Some immediacy behaviors include touching, smi ling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing our conversations; however, in the classroom, the most important immediacy behavior is eye contact, â€Å"Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students† (Andersen, 2004).Being able to read body language gives teachers an advantage at recognizing their students’ true emotions, enabling the teacher to be more effective on a minute-to-minute basis. By increasing immediacy behaviors, students’ motivation in the learning process dramatically improves (Andersen, 2004). Teachers need to be aware of immediacy behaviors, such as eye contact, in order to help their students’ succeed in the classroom and, ultimately, outside of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. Research studies [across K-college] found that learners at all levels reacted more favorably to teachers who used nonverbal immediacy cues. [†¦] Increasing immediacy behaviors dramatically improves students’ motivation† (Goman, 2008). Andersen (2004) concluded people trust body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses redundant qualities that make it very hard to completely fake (Andersen, 2004). This is applied in classrooms as well. Students rely on the teacher’s body language in order to interpret the meaning of their words; however, teachers are not well educated in the area of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate years that help prepare them in nonverbal communication because it is still a largely unexplored area (Ligons, 1973).Teachers must be aware of nonverbal communication in their classrooms because â€Å"nonverbal communication i s the medium through which relationships are maintained, regulated, and guided within culturally-prescribed patterns† (Grove, 1976). Focusing on professional success in the classroom is crucial, especially at a changing time in education’s history with the passing of the Budget Bill by Governor Walker, â€Å"At a time when it is widely recognized that professional success is achieved with or through other people, the power of, nd the need for, good interpersonal skills couldn’t be greater† (Goman, 2008). Method The examination underlying this paper is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers find as â€Å"problem students,† â€Å"different,† and/or â€Å"difficult. This investigation began with the articleThe Nonverbal Advantage  (Goman, 2008) and the evidence of increasing student motivati on and success in the classroom by changing behavior. Understanding the importance of body language in the classroom setting provided a pathway of inquiry related to immediacy behaviors, student motivation/success, and the classroom teacher of the 21st  century. This included reviewing research and articles from different time periods, even dating back to the late 19th  century.The information gathered proved the lack of current research existing in relation to nonverbal communication in a classroom setting; however, after reading multiple examples that verify the significance body language has in relation to student achievement, information regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but also schools as a whole.A short survey of nine multiple choice questions and one open-ended question (optional to answer) focused on teachers’ views of nonverbal behavior in the profession of teaching and working with children. The survey also provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to aid in providing valuable information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students’ behavior and, ultimately, improve student achievement and motivation as well as schools’ success.

Cheerios commercial

This commercial was different than any other cheerios commercial because it involved an interracial couple and their mixed daughter. In the video, you see the little girl and her mother sitting at the table. The girl starts off by saying â€Å"mom, dad said cheerios were good for your heart is that true? † The mother replies, â€Å"Cheerios has healthy grains and it helps with cholesterol so that's heart healthy. † The little girl smirks and walks away.The next scene you see the dad sleeping on the ouch with a whole bunch of cheerios on top of his heart. This video received a lot of backlash on Youth about this interracial couple. One stereotypical thing that was portrayed was the fact that people refer to African Americans as having a lot of heart problems because of what they eat. The little girl obviously understood that and wanted her dad to be healthier by placing the cheerios on his heart. This of course was frowned upon because not all African Americans have hear t problems. Cheerios ended up banning the commercial and they then recreated a new one with the same family.The second commercial involved the dad telling the daughter that her mother was pregnant by using cheerios and in the end she says she would like a dog if she's getting a new baby brother. I feel as though the racial issues African Americans have gone through in the past still do somewhat exist. There are constantly so many stereotypes being made about African Americans. People are ignorant and they are so quick to Judge someone's culture without actually knowing anything about it. I myself am married to an African American man and our children are also mixed but he does not have heart problems nor does anybody in his family.Most categorize people by color and culture but that does not mean that we are all the same. Though slavery was overruled in 1865 and segregation ended in 1964, there are still people out there who believe in it. When people saw this commercial of the inte rracial couple, the people who don't necessarily like or believe in interracial couples also had some things to say about the video. Some of them said they would no longer eat cheerios because of knowing an interracial couple does or was even in the commercial.

Lying to an Nco

I am going to talk about in this essay is the seven army values and the importance of them to the army. In the US army we are taught to live by the Seven Army Values. They are broken down to us in the acronym â€Å"LDRSHIP†. Loyalty â€Å"Bear true faith and allegiance to the U. S. constitution, the Army, and other soldiers. † Duty â€Å" Fulfill you obligations. † Respect â€Å" Treat people as they should be treated . † Selfless Service â€Å" Put the welfare of the nation, the Army and your subordinates above your own. † Honor â€Å" Live up to the army values. †Integrity â€Å"Do what is right legally and morally. and Personal Courage â€Å" Face fear, danger or adversity (physical or moral). † We are all drilled on these seven army values from day one of basic training. First we commit them to memory. Then we learn to live by them. Lying is looked upon in society as one of the most deceiving and unforgiving acts known to man. The definition alone speaks volumes as to why a person, or a whole nation for that matter, would think of this act of incompetence in such a negative eyesight. To lie means to make an untrue statement with the intent to deceive, according to the Webster’s dictionary.It also means to simply create a false or misleading statement on purpose. There are also many synonyms to the word â€Å"lie,† such as: prevaricate, equivocate, palter, and fib. The word lie happens to be the most blunt of this group. â€Å"Prevaricate† softens the bluntness of a lie by implying quibbling or confusing the issue. â€Å"Equivocate† implies using words having more than one sense in an attempt to say one thing but to mean another. This is an attempt to mislead one without feeling as if one has lied. â€Å"Palter† implies making unreliable statements of fact or intention or insincere promises. Fib† applies to a telling of a trivial untruth.This is usually used when descr ibing â€Å"small lies. † People, for a wide plethora of reasons, tell lies. The most common reason is for one’s personal gain. As children, human beings learn that a simple lie will get you out of trouble or it will help in some kind of way. lies can be used inadvertently and without knowledge of the statement even being a lie. Either way, lying is not appropriate, even if it was unintentional, and the liar should apologize appropriately when they are caught in a lie.When a person resorts to lying to others they are only lying to themselves. A person that is dishonest once will usually lie again and again and many professions have developed reputations as having a great majority of liars in their field, which has led to issues of public trust, even with those that are truthful and honest. So why do people choose to tell lies? A lie usually starts out as innocent in nature but must be covered with a larger more complex lie and then another and soon the lies build up to a point that the person no longer knows the difference between what is true and what is a lie.Telling lies always leads to deceit; lack of trust, losing respect and in many cases the loss of a career. In the military, a non-commissioned officer, or an NCO, is an enlisted member of an armed force who has been given authority by a commissioned officer, typically a sergeant or corporal. Being a private, they are of higher rank and deserve a higher amount of respect. While lying to anyone is unacceptable, lying to a person of higher rank, like an NCO, is even less acceptable. Not only does it give off the impression that the person of lesser rank does not respect his elders, but it also degrades the private's trustworthiness.Trust is everything. Without trust, we would not be able to head in to battle knowing that my comrades will always have my back. Without trust, we cannot respect one another. Duty to me is accomplishing a task that needs to be done, no matter how much you’d rather be doing something else. Whether you love it or hate it, the task is there to be done. If one does not fulfill their duties on a regular basis, then those around them have to pick up the slack, and any sense of loyalty begins to become tarnished.Everyone wants to be respected, it’s in our nature, but in order to obtain respect, first of all one has to respect oneself. Second, one has to show respect to others in order to gain respect from them. If one doesn’t show respect to someone, that person may often feel slighted and lose respect for the person who slighted them. Selfless Service is the act of performing a service without expecting any type of personal gain. One does the service for the benefit of other people, and out of the goodness of their heart or even out of a sense of loyalty to that person or those people.When things look their best, these are the people that you admire. When things look their worst, these are the people that you pray are by your s ide. If the seven army values were like a stairway or a pyramid, then Honor would be at the top step. It takes all seven of the army values and more to have a good sense of honor. Military bearing, also known as military discipline, is a state of order and obedience comprised within a command. This state of order involves cooperation by the will of an individual, and for the well-being of their team.Military discipline is a specialized application of habitual discipline demands given by a soldier of commanding rank, but is a state of obedience that follows instructions and functions even in the absence of a commander, and in the face of adversity. It is because of our organization’s need to maintain a state of constant order that lying can not, must not, and shall not be tolerated. I aim to one day be able to use the lessons learned from my mistakes as an example for future soldiers that may one day fall into my position.

Demonstrating general management and presentation skills in the Case Study - 1

Demonstrating general management and presentation skills in the context of employee management and the regulation of employees - Case Study Example Such ways of management only create unmotivated and antagonized staff who then become unproductive. Intelligent communication is very important when giving directives to the employees. When emphasis is required, firm but respectful directives can be given in a good manner. In a case where a manager has committed a mistake, it is only honorable that they own up to it. This instill a sense of responsibility in their management skill and they may gain credibility and trust by their staff. It is not appropriate that they try to pass the blame to other people. A manager who accepts responsibility is more likely gain support and respect from its staff than one who runs away from them. Such managers then find it easy to proactively correct their mistakes and make them never to happen again. In a case where, in an organization, the sales of a particular month have risen, praising and rewarding the staff is a very noble practice for managers to do. Most managers like taking credit and basking alone in glory as if it was their own efforts that made the sales to rise. There are many cheap ways of rewarding the staff that make them motivating and not necessarily interfering with the organization’s budget. The manager will then build a good rapport with the staff that will help the organization realize even bigger goals. John is a manager at Times Investments. Recently, when he found out that one of his staff had misbehaved in the office during his absence, it was very amazing how he handled the situation. Everyone expected that Charles, the junior staff who had misbehaved, would be punished or even be sacked. However, John summoned Charles to his office and pardoned him for the mistakes he committed and only urged him to prove to John, by working hard, that he is really apologetic. John said to him, â€Å"I know that everyone makes

Database and Data Warehousing Design Assignment

Database and Data Warehousing Design - Assignment Example The functional systems, for example marketing, Enterprise Resource Planning (ERP) and so on, supply data the warehouse and making use of Extract, Transform and Load (ETL) approach the data is retrieved from the data warehouse (Rizzi, Abello, Lectenborger and Trujilo, 2006). Since the firm under discussion is concerned with a large volume of data to be considered for evaluation, for that reason, the data warehouse is suggested for execution by the company. The data warehouse would bring about the company not just in its business, but in addition delivers many different added benefits to the company. A few of the factors that motivate the execution of the data warehouse in the firm involve: the data warehouse in a position to cope with massive data, it generates reports instantly, accordingly. Saves time, it offers premium quality data and presents increased business intelligence. Nevertheless, the benefits are invariably linked to down sides, the risks of the data warehouse embody: investing time in extracting, clearing and uploading data, developing high upkeep system, and resource optimization. Keeping in mind the drawbacks of the data warehouse, there are particular rules and best procedures which the business has to stick to these while employing the data warehouse. Some of the most effective tactics that the organization ought to comply with incorporate: investing proper time in accumulating needs and style, building prototypes, correct usage of the centralized and in depth data, building data credibility checks and supply of correct training to the clients. Since the database of the firm is substantial, for that reason, the company must not deem building the relational data warehouse. On the other hand, the company is suggested to make use of the index partitioning and tables. It is advisable that the organization must comply with these best procedures to put into practice

Working Impression Case Study Example | Topics and Well Written Essays - 1250 words

Working Impression - Case Study Example If the working impression holds after confirmatory test/s, then it will hold to be the diagnosis, and the future steps will be dedicated onto eradicating the sources and treating the symptoms accordingly. However, if the PWI turns out not to be the diagnosis, then the differentials will then be tested, so that the primary root of the chief complaint be identified. Treatment will thus be planned based on the definitive diagnosis. Working Impression In coming up with our primary impression, we should look into the information we have for any pertinent data. In summary, we have four female employees of a food distribution warehouse facility who complain of dizziness. They conduct blister packing in an area with a 40Â °F temperature, and two railroad car lines and gas-powered forklifts nearby. The facility also has a special seal that insulates in the cold temperature needed for storage. There was no noticeable odor, nor there mention of a ventilating system for the area. Because multip le cases (four) have been reported in the facility, we consider this as an occupational health issue. Because of the nature of their work, the only possible factors that might have caused dizziness are inhalation of toxic fumes, exposure to chemicals from the food products, and the cold temperature (40Â °F). Because there are no reports of food poisoning caused by the products of the facility, then we can rule out the second factor. In considering the presence of toxic fumes, we must take note that the suspected inhalant must be odorless and colorless. In addition, the special insulating system in the warehouse might have been contributing in keeping the toxic fumes in the facility. A possible source of such fumes must be established, and the symptoms observed in our case should be explained by its presence. With these qualifications, we take carbon monoxide (CO) poisoning as our primary working impression. CO is an odorless, colorless gas that may come from the incomplete burning of organic substances such as gasoline, kerosene, oil, propane coal or wood (Canadian Centre for Occupational Health and Safety, 2008; WorkSafe Victoria, 2008). In our case, CO may have been emitted by the car and forklift exhaust and possibly, a kerosene-powered heater, although the presence of such equipment must first be verified. CO gas interferes with the oxygenation of red blood cells and subsequently of tissues such as the brain, causing dizziness. Other symptoms include chest pains, headache, fatigue, dizziness, drowsiness or nausea. Prolonged exposure may result to weakness, vomiting, confusion, loss of consciousness, coma, and death (Canadian Centre for Occupational Health and Safety, 2008). Differential Diagnoses It is important to consider other causes of the incidents, as the PWI might not be the root cause, or there are environmental conditions that may cause harm to the employees. Low oxygen levels In preserving food products, it is important to have a room wherein ox ygen levels can be kept at a low level (1% to 2%) to prevent the growth of aerobic microorganisms that compromise the quality of food products. This room is referred to as a controlled atmosphere (CA) room. Inhalation of this highly deoxygenated atmosphere from CA room has detrimental consequences to employees, who need oxygen levels of 19.5% to 23.5% to survive. In fact, inhaling a single breath of this highly deoxygenated atmosphere will result to instantaneous loss of consciousness, with consequent brain and health injuries. Employees who work near a CA room are thus susceptible to health risks (WorkSafe Victoria, 2008). If a CA room is present in the warehouse, then this diagnosis is highly likely. Ammonia The cooling condition exposes the employees to many factors. One of

The Temple of Olympian Zeus Article Example | Topics and Well Written Essays - 1250 words

The Temple of Olympian Zeus - Article Example The Temple of Olympian Zeus is a testament to the flourishing effects of classical humanities on our modern culture. The Temple of Olympian Zeus displays classical, as well as Hellenistic, culture. In terms of humanities, Philosophy & Literature of the western culture deal with Ancient Egypt, Mesopotamia, Greece & Rome. The architecture of the Temple of Olympian Zeus (Athens, Greece) reflects the values and aesthetics of the culture that created it. In terms of the philosophical aspect of classical humanities, the study includes the concept of the antiquities. The classical era dates from 600 BC to 600 AD. The classical culture is described as the group which included a majority of the highest class of citizens. The humanities study focused on the â€Å"Philo’s Rule† (strike the divine coin again). Classical Philosophy includes the intellectual, as well as aesthetic, admiration of the best around the world. Specifically, the temple is made from Doric style limestone cre ations. The remaining shreds of evidence of the hugeness of the Zeus which focused on the temple are the towering columns. The towering columns still remain today as testimony to the unforgettable influence of the Classical architecture on the prior Greek society. Aristotle mentioned that the Classical Period included the king’s forcible use of the citizens to build the Temple of Olympian Zeus. The people’s focus on creating the architectural masterpiece kept them busy. Being occupied with the temple construction, citizens did not have time to stage rallies and attacks on the king during the classical period. In terms of the literary aspect of classical humanities, Edward Coplestone emphasized that Classical literature centers on learning, which includes the sending of data to the human mind. Classical literature persuades the current generation is encouraged to emulate the best of the classical period. The human being must prioritize a high sense of honor. Likewise, t he classical person enjoined to refute death for good reason. Lastly, classical literature empowers the average person to devote one’s life to the welfare of the Greek community. During the latter part of the temple’s construction, some of the columns were made from the prior low-quality building materials to the premium quality Pentelic marble. In addition, the later columns were made using the Corinthian architecture style. The new style replaced the prior Doric architectural designs. The architectural design includes several towering columns that resemble those supporting the Parthenon. The Parthenon is located in Athens, Greece as well. Likewise, the Parthenon was constructed during the Classical humanities period, 488 B.C. to 480 B.C. Both the Parthenon and the Temple of Olympian Zeus included the construction architectural column types (small and big cella architectural types). During the Classical humanities period, the architectures prioritized the competitive creation of grand, beautiful, and technically ingenious works of architectural art. On the side of the Parthenon, the architectural foundation of the temple was made out of the limestone and marble.