Journal ArticleDOI
The relationship between verbal teacher immediacy behaviors and student learning
TLDR
This paper identified a set of verbal teacher immediacy behaviors which similarly relate to increased student learning and found that the impact of these behaviors on learning is coincidentally enhanced as class size increases.Abstract:
Previous research has indicated that nonverbal teacher behaviors such as smiling, vocal expressiveness, movement about the classroom, and relaxed body position are salient low‐inference variables of a process which results in a product of increased cognitive and affective learning. This study identified a set of verbal teacher immediacy behaviors which similarly relate to increased student learning. Results indicated differentiated use of various types of verbal immediacy messages between small and larger classes, and that the impact of teacher immediacy behaviors (both verbal and nonverbal) on learning is coincidentally enhanced as class size increases. The study provides empirical definition of a specific set of low‐inference verbal variables which, in combination with previously identified nonverbal variables, clarify a single process‐product model for effective instructional interaction.read more
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References
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Journal ArticleDOI
Teacher Immediacy as a Predictor of Teaching Effectiveness
TL;DR: This paper examined teacher immediacy as a potential predictor of teaching effectiveness, defined as those nonverbal behaviors that reduce physical and/or psychosomatic stressors in a teacher's classroom.
Journal ArticleDOI
The Relationship Between Selected Immediacy Behaviors and Cognitive Learning
TL;DR: In this article, the relationship between Selected Immediacy Behaviors and Cognitive Learning is discussed. But it is not discussed in this paper, as it is in the present paper.
Journal ArticleDOI
Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning
TL;DR: In this article, a heuristic model of student affective learning as a function of behavior alteration techniques and teacher nonverbal immediacy was proposed and sequentially tested in five stages across secondary and college students.