Nonverbal Behavior and Communication Among Teachers and Foreign Students

Abstract

The aim of our research was to investigate whether teachers’ nonverbal behavior is successfully interpreted by foreign students and vice versa and to what extent the success or failure of interaction advances or hinders teacher-student communication and the building of positive attitude and security within the classroom. Observation sheets and teachers’ interviews were employed. Our research was conducted in secondary schools of Attiki. A teacher’s ability to interpret and respond to foreign students’ nonverbal behavior seems to be facilitated by his or her overall experience and his or her familiarity to Intercultural Education and nonverbal behavior. Thus, teachers can support foreign students more effectively in their efforts to participate in the learning process. Foreign students are able to understand their teacher’s nonverbal behavior. Foreign students’ nonverbal behavior doesn’t differ significantly from that of their Greek peers and they rarely employ gestures or facial expressions of some cultural significance.