One of the most important tools for a successfully managed classroom is the abil ity to communicate.

There are two ways a teacher can communicate, verbally and n onverbally. According to the National Education Association, 82 percent of a tea cher's communication with students is nonverbal. However, good verbal communicat ion is important, too, so that teachers can impart rules and classroom lessons. Verbal Communication Verbal communication is important to the education students receive. For instanc e, students should be aware of what is expected of them. When you assign a proje ct and hand out a test, ask the students whether they understand the instruction s. Let the students know that they can approach you during and after class to sh ow you which part of the assignment was confusing. Reinforce the fact that you a re available to speak with the students. In addition, if you are having trouble managing your classroom, you may want to consider vocal lessons. The way you enu nciate and pronounce words might influence whether students take your words seri ously. Nonverbal Communication Body language is important to the way students read you. As an example, students may be on the defensive if you cross your arms often. If you do not know what t o do with your hands, try pressing your fingers against each other in front of y our chest. In addition, you can utilize hand gestures to make a point. Another w ay you can improve your nonverbal communication skills is by making eye contact with the students. When you look around your classroom, you secure the trust of your students while you also get their attention. The Importance Of Classroom Communication Verbal and nonverbal communication strategies are important to the development o f an effective educational system. When you pay attention to the cues you give y our students, you can help lead them in the right direction (see references 3). You can strengthen the effectiveness of your lecture by thinking ahead of time a bout the nonverbal cues that should accompany your discussion. In addition, cons ider whether verbal and nonverbal cues can help curb inappropriate classroom beh avior. Sometimes a student who causes trouble might not understand the instructi ons, while he also might need you to appear increasingly assertive.

INTRODUCTION IN NONVERBAL COMMUNICATION Communication in general is process of sending and receiving messages that enabl es humans to share knowledge, attitudes, and skills. Although we usually identif y communication with speech, communication is composed of two dimensions - verba l and nonverbal. Nonverbal communication has been defined as communication without words. It incl udes apparent behaviors such as facial expressions, eyes, touching, and tone of voice, as well as less obvious messages such as dress, posture and spatial dista nce between two or more people. Everything communicates, including material objects, physical space, and time syst ems. Although verbal output can be turned off, nonverbal cannot. Even silence s peaks. No matter how one can try, one cannot not communicate. Activity or inactivity, w ords or silence all have message value: they influence others and these others, in turn, cannot not respond to these communications and are thus themselves comm unicating. He who has eye to see and ears to hear may convince himself that no mortal can k

eep a secret. If his lips are silent, he chatters with his fingertips; betrayal oozes out of him at every pore. Commonly, nonverbal communication is learned shortly after birth and practiced a nd refined throughout a persons lifetime. Children first learn nonverbal expressi ons by watching and imitating, much as they learn verbal skills. Young children know far more than they can verbalize and are generally more adep t at reading nonverbal cues than adults are because of their limited verbal skil ls and their recent reliance on the nonverbal to communicate. As children develo p verbal skills, nonverbal channels of communication do not cease to exist altho ugh become entwined in the total communication process. Humans use nonverbal communication because: 1. Words have limitations: There are numerous areas where nonverbal communi cation is more effective than verbal (when explain the shape, directions, person alities are expressed nonverbally) 2. Nonverbal signal are powerful: Nonverbal cues primary express inner feel ings (verbal messages deal basically with outside world). 3. Nonverbal message are likely to be more genuine: because nonverbal behav iors cannot be controlled as easily as spoken words. 4. Nonverbal signals can express feelings inappropriate to state: Social et iquette limits what can be said, but nonverbal cues can communicate thoughts. 5. A separate communication channel is necessary to help send complex messa ges: A speaker can add enormously to the complexity of the verbal message throug h simple nonverbal signals.

Researches in communication suggest that many more feelings and intentions are s ent and received nonverbally than verbally. Mehrabian and Wienerfollowing sugges ted that only 7% of message is sent through words, with remaining 93% sent nonve rbal expressions (depending on author, verbal part goes up to 35%).

Nonverbal communication in classroom Nonverbal communication is also a critical aspect of interpersonal communication in the classroom. The most credible messages teachers generate, as communicatio n sources are nonverbal. Galloway views educators as multi-sensory organisms who only occasionally talk. Balzer reported that approximately 75% of classroom management behavior was non verbal. Smith noted that teachers nonverbal behaviors are for students signs of the psych ological state of the teacher. Rosenthal and Jacobsons Teacher Expectations for the Disadvantaged suggested that, through nonverbal behavior, teachers expectations for the progress of their stude nts become self-fulfilling prophecies. Many of the cues students use to make judgments about teachers competence or char acters are obtained by observing the teachers nonverbal behavior. From my own experience, as a student and as a teacher, I know that there is vari

ety of nonverbal signals emitted from teacher in classroom which to deepest leve ls influence classroom atmosphere, students moods, perception, learning and even tually attitudes towards knowledge and school generally. On the other hand teacher has powerful tool to identify what is actually going o n with his class in general and each individual per se, without any word being s aid. This is extremely important in lecture like classes when teacher is primarily su pposed to talk. Verbal signals (in direct communication) are never so powerful. Yet, nonverbal signals are much more difficult to capture, describe and rational ly explain because we necessarily have to use words to do that and words are not enough fine and precise tool for this (similar as they are not for describing p ictures).