Teachers’ Verbal and Non-Verbal Communication Behaviors: Their Implications to Teacher–Pupil Interaction

Abstract

This study aimed to investigate the teachers’ verbal and non-verbal communication behaviors and their implications to teacher–pupil interaction in Elementary Science at Ocampo District for the academic year 2009 –2010. Specifically, this research sought answers to the following questions: (1) what are the common verbal and non-verbal communication behaviors manifested by teachers inside the classroom as perceived by the three groups of raters? (2) To what extent do the teachers manifest these common verbal and non-verbal communication behaviors as perceived by the three groups of raters? (3) How do pupils respond to the teacher’s communication behavior? And (4) is there a significant difference among the perceptions made by the three groups of raters along the aforementioned communication behaviors? The study employed the descriptive–survey correlational approach of investigation. The data were collected through a modified questionnaire –checklist and unstructured interview which were tallied, tabulated and interpreted through the use of weighted mean, ranking, and single analysis of Variance (ANOVA). Data findings revealed the following: (1) the most common non-verbal communication behaviors manifested by teachers as perceived by the three groups of raters revolved around (a) facial expression,(b) dress, (c) eye contact, (d) smiles or frowns, (e) gestures, (f) posture, (g) body movements and (h) interaction distance. On the other hand, verbal behaviors or moves revolved on the following: (1) structuring moves; (2) soliciting moves; and (3) responding moves. Classroom activities were carried out in large part by verbal interaction between pupils and teachers. Findings also imply that the teachers observe proper attitude and approach in conducting interaction inside the classroom. Based from the conclusions the following are hereby recommended: (1) Teachers may sustain and promote harmonious and formal relationships with their pupils; (2) Teachers use colorful clothes or outfit to appreciate the pupils;(3) They should possess wholesome personality and must be experts and be competent in both non-verbal and verbal communication behaviors and (4) Teacher and pupil interaction must be consistent over time so as to improve the prevailing situation for the “significance of difference”.