Goffman Research Paper
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Body Language in the Classroom
Rachel Brunner
Professor Dr. Stephanie Bennett
COM 3163: Nonverbal Communication
18 October 2023
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Rachel Brunner
Professor Dr. Stephanie Bennett
COM 3163: Nonverbal Communication
18 October 2023
Body Language in the Classroom
In the classroom, both teachers and students have their own way of expressing body language and it plays an important role in the learning process. It contributes to the overall learning environment by conveying a great deal of information. In order to better understand a person, it is important to understand their body language. In Goffman’s book, The Presentation of Self in Everyday Life he states, “The expressive coherence that is required in performances points out a crucial discrepancy between our all-too-human selves and our socialized selves. As human beings we are presumably creatures of variable impulse with moods and energies that change from one moment to the next. As characters put on for an audience, however, we must not be subjects to ups or downs. A certain bureaucratization of the spirit is expected so that we can be relied upon to give a perfectly homogenous performance at every appointed time” (Goffman). In the classroom, various aspects of body language can have a significant influence, including eye contact, posture, gestures, and facial expressions. Building relationships between teachers and students can be accomplished through body language in the classroom. Body language helps to effectively communicate, provides a positive learning environment, and helps to make a positive learning environment. Author M. Anderson states, “Nonverbal’ suggests a relationship with ‘verbal,’ that term narrowly referring to human spoken language, or speech”
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(Anderson)
. A successful teaching and learning experience requires one to pay attention to one's own body language and to others' non-verbal cues.
In the classroom, teachers and students both use eye contact as a part of their body language. Student's academic progress is greatly influenced by how their teachers interact with them and treat them, making eye contact with students is an example of this. Eye contact not only influences how they treat them, but it can establish a connection with a student. It is important for teachers to maintain eye contact in order to monitor the engagement of students, and signal students to participate in class. Students can also establish a connection with the teacher and establish authority through this. Students demonstrating attentiveness and respect to the teacher when they make eye contact while speaking.
M. Anderson states, “
Nonverbal communication without obligatory ties to language is by far the most diverse category, and may be vocal, involving sounds originating in the vocal tract, or nonvocal” (Anderson)
. By using eye
contact, students often seek approval from teachers or guidance from them. Peers may also communicate nonverbally by making eye contact. Additionally, it can indicate that they are actively participating in class. By participating in discussions or responding to questions, they demonstrate that they are paying attention to what is being said. Different students may respond differently to eye contact in the classroom depending on the context, purpose, and the individual.
It also encourages the student-teacher interaction. Striking a balance between eye contact and maintaining a conversation is essential. Extending eye contact or staring intensely can cause an impression of discomfort in a teacher or student. To facilitate effective communication and create a positive classroom atmosphere, it is essential to use eye contact in order to facilitate effective communication. The teacher’s eye contact can have a great impact on students, so it's vital that teachers use it responsibly. By using eye contact effectively, students can become more
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engaged, participate, and comprehend more. It is important for teachers and students to maintain
eye contact in the classroom as well as to maintain good posture.
Teachers and students both interpret posture as part of their body language in the classroom. An upright posture can convey authority and confidence, which can be demonstrated by a teacher with good posture. In addition, an engaged posture indicates that the teacher is actively involved in the teaching process, such as facing the class, making eye contact, and moving purposefully. The purpose of this technique is to capture students' attention and help them to concentrate. Despite that, teachers need appear approachable by students, and that can often involve taking a more relaxed stance. The posture of a teacher should also be approachable,
even though confidence is important. Students may feel more comfortable interacting with a teacher who has a relaxed but professional stance rather than one who is overly rigid. Students who have good posture are engaged, whereas those who have bad posture are unengaged. When students sit upright and attentively, they show they are interested in what they are learning. Engagement and attentiveness of students can be detected by the way they sit and carry themselves. Students who are in an upright position are generally engaged and listening actively. It can show disinterest or discomfort when a student slouches, fiddles, or turns away from a teacher. Students who are having difficulty learning the material can be checked in on by teachers using these cues. In addition, students who engage in class discussions, ask questions, and interact with their classmates are more likely to sit forward, make eye contact, and maintain an open posture. Teachers can contribute to physical well-being in the classroom by being aware of their posture and that of their students. Using non-verbal communication, classroom posture can convey confidence, engagement, approachability, and attention. Posture can be used by both teachers and students to facilitate positive and effective learning. In addition, teachers should be
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mindful of how they stand when teaching as their posture can have a significant effect on the student's behavior and the mood of the classroom. Body language in the classroom is largely derived from gestures. Teachers and students can communicate, engage, and understand each other better with them. It is important for teachers to use gestures when explaining concepts in the classroom because gestures often clarify
and simplify complex ideas. In the article by M. Anderson he states, “The body itself communicates particularly through the face, and through all gestures, all stances, and all other behavior, especially that involving movement and distance as well” (
Anderson
)
. A physics instructor might illustrate an object's trajectory with hand movements or a chemical engineer might illustrate a molecule's structure with hand movements. It is possible for students to become
more familiar with abstract concepts with the help of these visual aids. Additionally, it makes a lecture or discussion more effective by emphasizing key points. Students can better retain information if they are made aware of it through a simple gesture or movement. It is possible for teachers to make their instructions more understandable by using gestures. An equation or scientific process could be demonstrated through hand movements, for instance. The use of gestures can assist in emphasizing points, explaining concepts, and ensuring that students are engaged. Distracting gestures, however, include excessive movements or erratic movements. Gestures that accompany relevant information may help students better understand and remember it. The gestures a student makes can be used to express how he or she feels about the lesson. By using this method, teachers can see the mood in the classroom and address any concerns or issues that arise. Teachers and students both benefit from gesturing as a means of communicating non-verbally in the classroom. Gestures facilitate effective teaching, learning, and interaction. An effective and dynamic educational environment can be achieved through
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enhanced communication, engagement, and comprehension. Head nods are another gesture used in the classroom. Depending on the context, nodding can signal agreement, understanding, or encouragement. In this way, the teacher can demonstrate their appreciation for the contributions of their students and that they are actively listening to them. In addition to providing feedback to students, body language can provide them with information. Smiles, nods, and thumbs up can indicate that a student is on the right track, while furrowed brows or thoughtful pauses may indicate that the student needs more time or effort is needed. In the journal by McCoy he says, “
At the start of
The Presentation of Self in Everyday Life
,
Goffman (1959)
describes interactions as a kind of “information game”—a game where persons not only attempt to control the perceived significance of their actions but also try to uncover the “real” meanings behind the actions of their interaction partner”(
McCoy
). Students' comprehension can also be assessed using non-verbal cues. Students with trouble understanding a topic may raise their eyebrows or ask questions if they have a quizzical expression. It is important to understand and recognize body language in the classroom through gestures. Both teachers and students should be aware of
the messages their gestures and facial expressions convey and how they can impact the overall dynamics of the classroom. Body language and facial expressions play a pivotal role in the classroom for both teachers and students. Neither teachers nor students can communicate effectively and learn effectively without nonverbal cues. It is common for teachers to express excitement, interest, and engagement with the subject matter by using their facial expressions and body language. M. Anderson
. states, “
(V)isual elements also contribute to any verbal message” (Anderson). Facial expressions can be used by teachers to demonstrate empathy and support to their students. Students are more likely to participate actively in lessons if they are encouraged to express themselves positively and
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animatedly Creating a safe and positive learning environment encourages students to express their concerns and thoughts. The facial expressions of students play an important role in classroom management as well. In Goffman’s book, The Presentation of Self in Everyday Life he states, “In our society, defecation involves an individual in activity which is defined as inconsistent with the cleanliness and purity standards expressed in many of our performances. Such activity also causes the individual to disarrange his clothing and to 'go out of play," that is, to drop from his face the expressive mask that he employs in face-to-face interaction. At the same time it becomes difficult for him to reassemble his personal front should the need to enter into interaction suddenly occur. Perhaps that is a reason why toilet doors in our society have locks on them”. An expression of sternness or seriousness can signal the need for quiet and attention, whereas a smile or warm welcome can create a positive and inclusive learning environment. In the article The Body and the Social Construction of Reality in Erving Goffman’s Microsociology
, Bălăiță says, “The risk of losing face represents a constant threat for any individual when the verbal and/or non-verbal behaviour contradicts the willed self-image (
Bălăiță)
. Observing a student's facial expressions can tell you if he or she understands what the teacher says. It is possible that a teacher who appears confused or concerned during a lesson indicates that the material in that lesson is complicated and needs additional attention. Teachers' facial expressions have a very important effect on the classroom atmosphere. For example, if a teacher was to look at a student and give them a dirty look, this can negatively effected their attitude and motivation. Whereas is a teacher gave a student a look of approval this might help to improve their self-esteem and motivation.
In the survey I devised a set of interview questions to see how people are using nonverbal
communication cues body language in the classroom effectively. The purpose of this report is to
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present results from a survey conducted to determine whether nonverbal communication cues and body language have an influence on the overall classroom environment. I asked a group of 10 teachers and 10 students from different colleges to be a part of my survey. I told each person to rate how much they agree with my questions on a scale 1 to 5. Number one being the worst and number five being the best. The first question I asked both teachers and students was “How much do you think body language plays an role in the classroom?” Six of the 10 teachers agree and rated it on the scale as a Five. Whereas when I asked the students the same question only 40% strongly agree and rated it a five. The six other students had a combination of answerers. 30% said they neither agree nor disagreed with a 3. The other 30% rated it a four and said they agreed. Out of curiosity I asked the teachers and students why they answered how they did and I
got several different responses. For example, one teacher told me about how in class she will notice if her students are not paying attention when they cross their arms or by a certain expression on their face. Also, when I asked the students “why” one answered saying she would often times make eye contact with the teacher in order to try and show she was engaged and listening. The second question asked to both teachers and students was, “Have you noticed any differences in the way teachers or students respond to different types of body languages?” Untimely all teachers and students agreed with this question but only 70% of teachers rated it on the scale as a 5. The other three teachers rated it as a 4 and when I asked why they said it was due the fact even when a teacher tries to respond to different types of body languages sometimes an student just does not want to be engaged in class. Only 10% of students strongly agreed and rated on the scale as a 5. The other 90% said the agreed and rated it a 4. I also asked the students
to go onto more detail to example their answered. For example, one student said they can always
tell in the teacher is in a good mood or bad mood the second they walk into class simply based
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off the fact of the teacher’s posture. The last question I asked the group of teachers and students was “Do you think it is difficult to understand a teacher or students body language?” Only 10% of teachers strongly disagreed with this an rated it an 1. 40% of teachers said they disagree with a
3 and 40% said the neither agree nor disagree. However, 20% of teachers said they agreed that it
is difficult to understand other people’s body language. Like before I asked the teachers to give more information for why they rated the question how they did. Multiple of the teachers that disagreed said that it was way easy to look at a student and right away know if they are paying attention. In contrast the teachers said they fing it difficult to read some of the students during class because even when it appears they are paying attention the student might just be zoning out
and not listening. When I asked the students “Do you think it is difficult to understand an teacher or students body language?” 60% disagreed and rated it as a 4 on the scale. The other 40% rated this question a 3 and neither agreed nor disagreed. Like the teaches I also asked the students why the answerer the question how they did. One student said it is difficult to read the body language of her teacher because she can tell her teacher is in a bad mood but does not know
if it is from the other students or home life. Body language is sometimes very confusing for people if you are not able to identify it and know what to look for. The findings I made based on
my observations about body language in the classroom allowed me to learn a great deal. I have learned a lot from this assignment about body language in the classroom using various aspects of
body language including eye contact, posture, gestures and facial expressions.
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Strongly Disagree Disagree
Neither Agree nor Disagree
Agree
Strongly agree
Teachers
Percentage
Percentage
Percentage
Percentag
e
Percentage
How much do you think body language plays a role in the classroom?
40%
60%
Have you noticed any differences in the way teachers or students respond to different types of body languages?
10%
30%
60%
Do you think it is difficult to undusted other people body language?
10%
20%
40%
30%
Strongly Disagree Disagree
Neither Agree nor Disagree
Agree
Strongly agree
Students
Percentage
Percentage
Percentage
Percentag
e
Percentage
How much do you think body language plays a role in the classroom?
30%
30%
40%
Have you noticed any differences in the way teachers or students respond to different types of body languages?
90%
10%
Do you think it is difficult to undusted other people body language?
10%
40%
40%
20%
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A student's body language is composed of elements such as eye contact, posture, gestures, and facial expressions, which play a significant role in the dynamics between them and their teachers in the classroom, as well as their overall learning experience. In the classroom, teachers can communicate enthusiasm, establish authority, and foster a positive learning environment by using effective body language. The use of well-chosen gestures and facial expressions can assist in clarifying concepts and providing feedback, while maintaining proper eye contact can encourage engagement and participation. Students' behavior and attitude can be influenced by their teachers' posture and body language in the classroom. As well as body language and the nonverbal cues of the teacher, nonverbal cues play a significant role in affecting the level of understanding, engagement, and participation of students in class. In addition to eye contact, gestures and expressions can help students communicate with the teacher
and gauge whether the teacher is interested and how he or she is going to proceed. It can boost student motivation and self-esteem when a teacher's body language is positive, whereas negative cues can backfire. In the classroom, body language has a great deal of influence on relationship between teacher and student, classroom atmosphere, and educational effectiveness. The art of teaching and the process of learning extend beyond the words, and how body language is crucial to the success of a successful education since it reminds us that the art of teaching and learning goes beyond words. The understanding and use of these nonverbal cues can enhance the pursuit of knowledge in the classroom by making the learning process more engaging, supportive, and productive.
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Works Cited
Anderson, M. Nonverbal Communication, Editor(s): Keith Brown, Encyclopedia of Language &
Linguistics (Second Edition), Elsevier, 2006, Pages 690-692, ISBN 9780080448541,
Accessed Oct. 17, https://doi.org/10.1016/B0-08-044854-2/01432-2
.
Bălăiță, R. (2016). The Body and the Social Construction of Reality in Erving Goffman’s
Microsociology. In A. Sandu, T. Ciulei, & A. Frunza (Eds.), Logos Universality
Mentality Education Novelty, vol 15. European Proceedings of Social and Behavioural \
Goffman, Erving, 1922-1982. The Presentation of Self in Everyday Life. Garden City, N.Y.
:Doubleday, 1959.
McCoy, C. A. (2017). Playing Goffman’s Information Game: A Classroom Activity Involving
Student Interactions.
Teaching Sociology
,
45
(3), 260-268. Accessed Oct. 17,
2023.
https://doi.org/10.1177/0092055X17690793
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