TEACHERS’NVB BEHAVIOR

TEACHER NV DECODING VS
TEACHER NV INCODING
TEACHERS ’ NVB DECODING & ENCODING
 NV B TYPES

• BLEMS: BECAUSE THE CLASSROOM IS A CLOSED SOCIETY,

TEACHERS CAN INVENT NEW EMBLEMS THAT WOULD BE VALID
ONLY FOR THAT CLASSROOM AND FOR THAT PARTICULAR
TEACHER. PARTICULAR NV GESTURES CAN BECOME EMBLEMS
THROUGH SYSTEMATIC APPLICATION. THE STUDENTS CAN
LEARN THAT A DISTINCT TYPE OF TEACHER’S SILENCE, RAISED
EYEBROW OR WINK, OR A PARTICULAR FINGER OR ARM
MOVEMENT WOULD ALWAYS CARRY A GIVEN MESSAGE IN THAT
TEACHER’S CLASSROOM.

• ILLUSTATORS: OUR UNDERSTANDING OF WORDS, TERMS,

PHENOMENA AND SOMETIMES OF WHOLE SENTENCES CAN
BE GREATLY ENHANCED THROUGH NV ILLUSTRATION.

• AFFECT DISPLAYS: EXPRESSIVE TEACHERS SERVE AS MODELS

FOR THEIR STUDENTS AND ENCOURAGE THEM ACTIVELY TO
BE EXPRESSIVE, AND THIS IS AN IMPORTANT PART OF THE
FACILITATION OF STUDENTS’ GROWTH.
 DISPLAY ROLES & TEACHERS’DECEPTION

"NEVER PUNISH”
“EXPRESS YOUR EMOTIONS, BUT AVOID BEING
NEGATIVE”
"LEAVE TEACHER-TRAINING STUDENTS QUITE CONFUSED“
“BE SPONTANEOUS—EVEN IF YOU DO NOT MEAN IT”.
TEACHERS AS LIE
DECEPTION
• 1. THEY OBSERVE GAPS IN EMOTIONAL EXPRESSION BETWEEN
SPOKEN WORDS, FACIAL EXPRESSIONS, BODY MOVEMENTS AND
THE VOICE.
• 2. THEY PERCEIVE EXAGGERATION IN STUDENTS’ EXPRESSIONS.
• 3. THEY DIAGNOSE OVER-PLANNING, DELIBERATE AND NON-
SPONTANEOUS BEHAVIOR.
• 4. THEY TRACE HINTS OF TENSION AND GUILT.
 POSITIVE NV B

• THE TERM ENTHUSIASM: THE TERM WAS BORROWED FROM THE WRITINGS OF ALBERT
MEHRABIAN (1966, 1971, 1972), WHO CONCENTRATED ON THE DEGREE OF CLOSENESS
BETWEEN PEOPLE IN THE COMMUNICATION PROCESS, AS EXPRESSED IN MUTUAL POSITIVE
AFFECT AND LIKING.

• THE TERM IMMEDIACY: IT MISGUIDED WITH REGARD TO TEACHER IMMEDIACY, BECAUSE

WHAT IS ACTUALLY MEASURED IS NOT TEACHERS’ CLOSENESS TO STUDENTS OR THEIR
RELATIONSHIPS WITH THEM, BUT RATHER TEACHERS’ EXPRESSIVITY WITH REGARD TO
THEIR SUBJECT MATTER.
1. GESTURES WHEN TALKING TO THE CLASS.

2. USES MONOTONE/DULL VOICE (A REVERSED ITEM).

3. LOOKS AT THE CLASS AND AT THE STUDENTS.

4. SMILES AT THE CLASS.

5. HAS A TENSE BODY POSITION (A REVERSED ITEM).

6. MOVES AROUND THE CLASSROOM.

7. LOOKS AT BOARD OR NOTES (A REVERSED ITEM).

8. HAS A RELAXED BODY POSITION.

9. SMILES AT INDIVIDUAL STUDENTS.

POSITIVE NVB IN THIN SLICES RESEARCH
POSITIVE
“IN TEACHER ENTHUSIASM AND TEACHER IMMEDIACY
RESEARCH, GLOBAL NV BEHAVIORS (SUCH AS: “USES A
VARIETY OF VOCAL INFL ECTIONS” OR “MOVES AROUND
THE CLASSROOM” FROM THE PREVIOUS LIST) ARE JUDGED
BY STUDENTS ACCORDING TO THEIR PERCEPTIONS OF
TEACHER’S TYPICAL AND FREQUENT BEHAVIOR”.
 IN THIN SLICES RESEARCH

• (AMBADY, BERNIERI, & RICHESON, 2000; AMBADY & ROSEN-THAL, 1992, 1993) VERY BRIEF
INSTANCES OF NV BEHAVIOR (TYPICALLY ONLY A FEW SECONDS LONG) ARE VIEWED BY
JUDGES WHO HAD NEVER BEEN EXPOSED TO THE VIDEOTAPED PERSONS. SUBSEQUENTLY,
RESEARCHERS EXAMINE WHETHER THE JUDGES’ RATINGS OF THE NV BEHAVIOR IN THE
BRIEF SEGMENTS CAN PREDICT DIRECT OUTCOMES OR REMOTE OUTCOMES FOR THE
VIDEOTAPED TARGET PEOPLE—SUCH AS END-OF-SEMESTER STUDENT EVALUATIONS OF
THEIR TEACHERS OR CANDIDATE’S SUCCESS IN A JOB APPLICATION INTERVIEW.
DRAMATIC EXAMPLES OF THIN SLICES
PREDICTIONS :
 Babad et al. (1991)  Blanck, Rosenthal,  Babad (1999)  Gada-Jain (1999)  Babad (2005b)
and Babad and and Cordell (1985) demonstrated that examined NV demonstrated that
Taylor (1992) showed that ratings thin-slices of behavior in job after viewing ten-
demonstrated that of brief excerpts of content-free NV interviews, focusing second clips
after viewing judges’ NV behavior behav-ior of on initial greeting depicting unknown
unknown, foreign while delivering television and settling into teachers lecturing to
teachers for ten instructions to jurors interviewers chairs, and reported their entire
seconds. without in actual criminal (averaging seven that thin slices classrooms, elev-
understanding their trials were seconds) provided depicting the initial enth-grade students
speech content, correlated with ample information handshake and could accurately
fourth-grade judges’ expectations to accurately detect introduction guess those
students could for the trial interviewers’ predicted the teachers’ differential
accurately guess outcomes and with favoritism and outcome of the treatment of unseen
whether the the criminal history prefer-ential subsequent low- and high-
teachers were of the defendants. treatment. structured expectancy students
interacting with employment in other class-room
unseen high- or low- interview. situations
achievers.
 CONCLUSION ABOUT TEACHER’S POSITIVE
NVB
• STUDIES USING DISPARATE, ALMOST CONTRASTING METHODOLOGIES LEAD TO THE SAME
CONCLUSION THAT TEACHERS’ EMOTIONAL EXPRESSIVITY IN THE CLASSROOM
CONTRIBUTES TO CLASSROOM CLIMATE AND HARMONY, INCREASES STUDENTS’
MOTIVATION, AND CRE-ATES OPTIMAL CONDITIONS FOR LEARNING. THE IDEAL TEACHER IS
INDEED EXPRESSIVE, ENTHUSIASTIC, VERY ACTIVE, INTERESTED, PLEASANT, AND NEVER
BORING.
• IT IS IMPORTANT TO EMPHASIZE THAT TEACHERS’ NV EXPRESSIVE STYLE, AS INVES-
TIGATED IN THE VARIOUS STUDIES, IS IMPERSONAL, NOT FOCUSED ON EMOTIONAL
RELATIONS WITH STUDENTS.
• DESPITE THE IMPLICATION OF THE BORROWED TERM IMME-DIACY—WHICH MEHRABIAN
(1966) DESCRIBED AS EXPRESSING INTERPERSONAL CLOSENESS—THE PHENOMENON
MEASURED IN THE VARIOUS STUDIES CHARACTERIZES THE TEACHER’S CONDUCT RATHER
THAN THE TEACHER’S RELATIONS WITH STUDENTS. THE TEACHER IS ENTHUSIASTIC AND
JOYFUL ABOUT HER WORK AND ABOUT HER TASK, AND SHE LOVES THE MATERIAL SHE
TEACHES. SHE ENJOYS TRANSMITTING HER ENTHUSIASM TO STUDENTS AND TO FACILITATE
THEIR LEARNING AND DEVELOPMENT. IN A SENSE, THE TEACHER HAS A POSITIVE
EMOTIONAL RELATIONSHIP WITH THE ENTIRE CLASS AND WITH THE SUBJECT MATTER, BUT
PERSONAL EMOTIONAL RELATIONSHIPS WITH THE STUDENTS ARE NOT PART OF THE
INVESTIGATED PHENOMENON.
 NEGATIVE NV PHENOMENA: TEACHER
EXPECTAT° AND DIFFERENTIAL BEHAVIOR
• TEACHER POSI-TIVE EMOTIONALITY CAN CONTRIBUTE TO TEACHING EFFECTIVENESS AND
TO POSITIVE CLASSROOM ATMOSPHERE, THE EXPRESSION OF OTHER PARTS OF TEACHER
EMOTION-ALITY MIGHT HINDER STUDENTS’ SATISFACTION, CAUSE ANGER, AND DAMAGE
THE ACADEMIC AND SOCIAL CLIMATE OF THE CLASSROOM.

VS
• NV BEHAVIOR PLAYS A CENTRAL ROLE BECAUSE OF ITS STRONG CONNECTION TO
EMOTIONS AND ITS IRREPRESSIBLE NATURE (DEPAULO, 1992). SOME TEACHER FEELINGS
MUST NOT BE SHOWN, AND CERTAIN ASPECTS OF EXPRESSIVITY ARE UNNECESSARY AND
POTENTIALLY DAMAGING TO STUDENTS. THIS STATEMENT REFERS MOSTLY TO TEACHERS’
DEVIATIONS FROM EQUITY IN THEIR DIFFERENTIAL EMOTIONAL TREATMENT OF HIGH-
EXPECTANCY AND LOW-EXPECTANCY STUDENTS. RESEARCH CONSISTENTLY
DEMONSTRATES THAT EVEN WHEN TEACHERS TRY TO CONCEAL THEIR DIFFERENTIAL
FEELINGS, THEIR EMOTIONS CAN LEAK OUT IN THEIR NV BEHAVIOR AND BECOME KNOWN
TO THEIR STUDENTS.
CM LITERATURE
MEANS THAT TEACHERS SUPPOSED TO BE SPONTANEOUSLY EMOTIONAL IN THE CLASSROOM
 THE SHORT CLIPS OF TEACHERS’ NV
BEHAVIOR
• WERE RATED BY JUDGES WHO WERE NOT FAMILIAR WITH THE VIDEOTAPED TEACHERS,
AND THEREFORE THEIR JUDGMENTS WERE BASED SOLELY ON THE FEW SECONDS OF NV
BEHAVIOR THEY HAD VIEWED. EVEN WHEN THE JUDGES WERE SCHOOL CHILDREN, THEY
WERE NOT STUDENTS IN THE VIDEOTAPED CLASSROOMS AND WERE NOT FAMILIAR WITH
THE TEACHERS. MOST OF THE STUDIES WERE CATEGORIZED AS JUDGMENT STUDIES, BASED
ON A WITHIN-TEACHER DESIGN
 TDB
WAS CONCLUDED TO BE LARGELY NEGATIVE PHENOMENON , IT WAS RECOMMENDED THAT
TEACHERS SHOULD LARGELY AVOID TRAITING LOW-ACHIEVERS DIFFERENTLY THAN HIGH-
ACHIVERS
 LEAKAGE OF NEGATIVE AFFECT BY
TEACHERS
• LEAKAGE OF NEGATIVE AFFECT BY TEACHERS (BABAD ET AL1989. B) THIS STUDY
WAS CONDUCTED TO PROVIDE DIRECT EDUCATIONAL EVIDENCE OF THE LEAKAGE
PHENOMENA AND TO TEST THE ASSUMPTION OF BIASED TEACHERS.GOLEM EFFECTS
MENTIONED BIASED TEACHERS IN A PREVIOUS STUDY ACCORDING TO (BABAD ET AL.
1982.A)IN THIS CONTEXT IT ORGANIZED AN EXPERIMENT TO DETECT AND FIND OUT
WHERE AND WHEN NV CHANNELS DIFFER IN CONTROLLABILITY.AFTER THE EXPERIMENT
THEY DISCOVER THAT THERE IS A PROGRESSIVE RELATIONSHIP ;WHICH CONFIRM THAT
WHEN CONTROLLABILITY REDUCES, NEGATIVITY GROWTHS.
 BAISED TEACHERS DEFINITION
• A BIASED TEACHER OR AN EDUCATIONAL BIAS IT REFERS TO A PREJEDUCE
AGAINST CERTAIN GROUPS ON THE BASIS OF AGE, GENDER, RACE, SEXUAL
ORIENTATION, ECONOMIC STANDING THAT CAUSE TEACHERS TO TREAT THEIR
STUDENTS UNFAIRLY. BASED ON THIS DEFINITION OUR ARTICLE IS GOING TO
TACKLE A STUDY CALLED COMPARED JUDGES RATINGS IT FOCUSES ON
FACIAL EXPRESSIONS OF TEACHERS DURING A SHORT CLIP TO SEE THEIR
BEHAIVORS.THE STUDY SHOWED TEACHERS FACIAL EXPRESSIONS WERE LESS
CONTROLLABLE, THE JUDGES OBSERVED THEIR BODY MOVEMENT TO CONFIRM
THEIR HYPOTHESIS. THEY FOUND TEACHERS BODY MOVEMENTS AT LEAST
CONTROLLABLE. IN ORDER TO AVOID ANY DOUBT THEY RELY ON TEACHERS
SPOKEN WORDS AND IT WAS HIGHLY CONTROLLABLE. THIS STUDY AFFIRMS
THAT BIASED TEACHERS HAVE A CLEAR LEAKAGE EFFECTS BY MAINTAINING
THEIR HOSTILITY, TENSION, ANGER AND RIGIDITY. COMPARED JUDGES STUDY IT
TEACHER EXPECTANCY EFFECTS IN TALKING
ABOUT AND TALKING TO LOW AND HIGH
EXPECTENCY STUDENTS(BABAD ET AL. 1989)

• IN THIS STUDY THE NV BEHAIVORS OF BIASED AND UNBAISED TEACHERS WERE EXAMINED IN
SITUATIONS WHERE THEY TALKED ABOUT HIGH EXPECTANCY AND LOW EXPECTANCY
STUDENTS. MOREOVER, CREATING A BRIEF INSTRUCTIONAL SITUATION WHERE THEY INTERACT
WITH THEIR STUDENTS.ACCORDING TO BABAD ET AL STUDY, STUDENTS WERE NEGLECTED BY
JUDGES THROUGH THE CLIP ANALYSIS. JUDGES AFFIRMS THAT THEY ARE AWARE THAT
TEACHERS ACTING AND PERFORMING THEIR BEST BEHAIVORS IN FRONT OF THE CAMERA. THIS
BEHAIVOR COVERS THE REAL CLASSROOM HOW IS GOING AND MINIMIZE POTENTIAL
EXPECTANCY EFFECTS AND WORK AGAINST THE RESEARCHES.
ADULT JUDGES:
• THE JUDGES IN THIS STUDY WERE ADULT
(UNIVERSITY STUDENTS) WHO VIEWED AND RATED
THE VEDIO CLIPS. AFTER VIEWING THE VEDIO THEY
RECOGNIZE THAT TEACHERS BEHAVE DIFFERENTLY
WITH THEIR STUDENTS WHEN THEY TALK TO LOW
EXPECTENCIES STUDENTS THEIR FACIALLY AND
BODILY WERE MORE NEGATIVE.BABAD ET AL
CONCLUDED THAT TEACHERS EXPECTENCY EFFECTS
AND TEACHERS DIFFERENTIAL BEHAIVOR WERE
VERY PERVASIVE EMERGING IN EFFECTIVE
NUANCES OF NV BEHAIVOR.
 STUDENTS AS JUDGES(BABAD ET
AL1991;BABAD AND TAYLOR 1992)
• THIS RESEARCH INCLUDES YOUNG STUDENTS 'PERCEIVING
TEACHERS NV BEHAIVOR WHEN TEACHERS TALKING ABOUT
AND TO THEIR STUDENTS.THERE WERE TWO STUDIES IN 1991
ISRAEL STUDY AND IN 1992 NEWZELAND STUDY. FOR ISRAELI
JUDGES THE SPEECH VOLUME WAS TURNED OFF. SO THAT
THEY COULD NOT UNDERSTAND THE VERBAL CONTENT. IN
CONTRAST, THENZ JUDGES DID NOT UNDERSTAND TEACHERS
LANGUAGE (HEBREW) AND THE VOLUME OF SPEECH DID NOT
HAVE TO BE TURNED OFF. THE RESULT OF THESE STUDIES
WERE EFFECTIVE AND AUTHENTIC BECAUSE OF
STUDENTS'STRONG OBSERVATIONS, SINCE THE CHILDREN IN
BOTH COUNTRIES DETECTED TEACHERS' EXPECTENCIES FROM
THEIR FACIAL EXPRESSION AND BODY LANGUAGE.
 PREDICTING STUDENT EVALUATIONS FROM
TEACHERS NV BEHAIVORS IN THE
CLASSROOM(BABAD ET AL 2003
• THIS STUDY INCLUDES HIGH SCHOOL AND UNIVERSITY LEVEL IT WAS CONDUCTED TO EXAMINE
WETHER STUDENTS' EVALUATIONS COULD BE PREDICTED FROM INSTRUCTIONAL SITUATION. THE
HIGH SCHOOL SITUATIONS INCLUDES PERFORMING AN ADMINISTRATIVE TASK FOR INSTANCE
USING BOARD, LECTURING TO THE ENTIRE CLASS, DISCIPLINING STUDENTS AND INTERACTING
WITH INDIVIDUAL STUDENTS. THE INTERACTIONS WAS DEVIDED IN TWO CATEGORIES: HIGH
ACHEIVERS AND LOW ACHEIVERS THEY WERE DISTINGUISHABLE. IN THIS RESEARCH TWO
MEASURES OF TEACHER DIFFERENTIAL BEHAIVOR WERE AVAILABLE ONE OF THEM BIASED ON
JUDGES RATING OF TEN SECONDS OF ACTUAL TEACHERS NON VERBAL BEHAIVORS AND OTHER
BIASED ON THE PERCEPTION OF THE CLASSROOM STUDENTS OF THEIR TEACHERS'DIFFERENTIAL
BEHAIVOR.
 CONCLUSION ABOUT TEACHERS'NEGATIVE
NV BEHAIVORS.
• ALL THE PREVIOUS STUDIES HAVE SHOWN THAT TEACHERS OFTEN TRANSMIT THEIR
DIFFERENTIAL NV BEHAIVOR MESSAGES THAT HAVE A NEGATIVE EFFECTS ON THEIR
STUDENTS AND THEIR CLASSROOMS.
• ANOTHER THING TO ADD, THIS NEGATIVE EFFECTS ARE PROBABLY EXPERIENCED MORE
STRONGLY BY LOW ACHEIVERS AND WEAK STUDENTS. IN THIS CONTEXT WE CAN REFER TO
THE CURRENT LITTERATURE ON CLASSROOM MANAGEMENT WHICH IGNORES THE
CONSEQUENCES OF TEACHERS NV BEHAIVORS.
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