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Teachers need to be aware of more than just the words they speak to children. They also need to monitor the nonverbal messages that they're sending to students through proximity, eye contact, gestures, and touching.

Children learn both verbal and nonverbal communication strategies by imitating parents, teachers, and other significant people in their lives. However, most American parents converse with their children for only about 38 minutes per week. In contrast, teachers might communicate with children for up to seven hours each weekday. Each day, teachers send innumerable verbal and nonverbal messages to students. When teachers' verbal messages are incongruent with their nonverbal behaviors, students will believe what they see instead of what they hear. Teachers, therefore, can never be sure their students received the intended message. Most teachers choose their words carefully, but they also need to monitor the messages that their bodies are sending to students through proximity, eye contact, gestures, and touching. Furthermore, teachers need to learn the different body languages associated with the cultures represented in their increasingly diverse classrooms. Teachers must learn how to teach without talking. Teachers will be better able to teach what they preach once they learn to teach without talk.

Teachers need to be aware of more than just the words they speak to children. They also need to monitor the nonverbal messages that they're sending to students through proximity, eye contact, gestures, and touching.

Featuring a wealth of reflection activities and connections to standards, this concise, easy-to-read teaching methods text equips students with the content knowledge and skills they need to become effective K–8 teachers. The book maximizes instructional flexibility, reflects current educational issues, highlights recent research, and models best pedagogical practices. Current and realistic examples, a section in each chapter on using technology in the classroom, and material on differentiating instruction for diverse learners—including students with special needs and English language learners—make this a must-have resource for any K–8 teacher.

Barbers andbeauticians groom people; physicians use touch to examine patients; politicians shake hands and hold babies; cashiers touch customers' hands when returning change; and athletes bump bodies and give high-fives to celebrate scores. Children who do not receive enough touch immediately following birth and in early childhood years often suffer asthmatic and allergic conditions; exhibit speech and learning disabilities; experience intestinal problems; have pale, sallow skin; and are smaller in size.

The effect of third through fifth grade teachers' nonverbal behaviors on the teacher-student relationship was investigated. The research team videotaped classroom sessions of 30 upper elementary teachers and administered surveys to the teachers and 488 students. Teachers' emotional states were assessed by the Pleasure-Arousal-Dominance Scale (Mehrabian, 1995b). Although teachers accurately perceived their exhibited behaviors, students differed significantly in their perceptions of these behaviors. Significant correlations between teachers' nonverbal behaviors and emotional states and between teachers' emotional states and their teacher-student relationships were found. Third grade teachers' nonverbal behaviors significantly correlated with the students' and teachers' perceptions of the relationship. Students' perceptions of the teacher-student relationships differed significantly by gender and race. Thew findings are congruent with the theory of implicit communication (Mehrabian & Ksionzky, 1972).