Teachers' brief nonverbal behaviors in defined instructional situations can predict students' evaluations.

Elisha Babad ^[1] ; Dinah Avni-Babad ^[1] ; Robert Rosenthal ^[2]
1. [1] Hebrew University of Jerusalem
  
  Hebrew University of Jerusalem
  
  Israel
2. [2] University of California, Riverside
Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 553-562
Idioma: inglés
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Resumen
- Can a few seconds of high school teachers' nonverbal (NV) behavior predict students' ratings of these teachers (SRT)? Yes, but NV-SRT relations varied among various instructional situations. NV behaviors while administering the class and using the board were unrelated to SRT. Positive judgments of NV behavior while disciplining the class and interacting with students were positively related to SRT. NV behaviors in frontal teaching were negatively related to SRT. The most negative NV-SRT relations were found for teachers' differential NV behavior toward high- versus low-achieving students. Teacher differentiality and SRT have rarely been investigated in high school. The structure of SRT seems to differ between high school and college, and students' anger about teachers' differentiality strongly predicted their evaluations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)