A Study of How Teacher Behavior Affects Student Learning : With Emphasis on the Perception of Students

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  • 生徒の感情に及ぼす教師の身体動作に関する研究 : 身体動作の知覚の仕方を中心として
  • セイト ノ カンジョウ ニ オヨボス キョウシ ノ シンタイ ドウサ ニ カン

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Abstract

The problem of how students perceived teacher behavior, from the point of view of Non-Verbal Communication, is discussed in this study. In the classroom, a teacher exibits many different types of behavior, of which illustrators, classified by Ekman and Friesen, were effective to student learning of Japanese. Illustrators help students to understand the content of educational materials. It is interpreted that this role of behavior can repeat, illustrate, and emphasize the words of the teacher. The cognitive process of behavior perception, however, has not been clarified, so far, in the educational practice settings. In order to clarify this cognitive process, two types of questionnaires were developed. One is concerned with how many types of behavior the students recognize in their own teacher, the other with the degree of perception of the students. In total, two hundred and twenty nine students in the 4th, 5th, and 6th grades were questioned in the classroom settings. The results were arranged in accordance with the score of the Japanese Achievement Test and with that of the Intelligence Test. Two practical and useful things were found, as follows : (1) there is a high correlational coefficient greater than .667 between the number of students' perception of their parents' behavior and that of their own teacher. (2) there are two types of student's perceptions of behavior, as shown in Fig. 6. [figure] Fig. 6 Two Types of Perception of Behavior. Fig. 6 shows that the higher intelligent group imagined something through their teacher's behavior when they saw their own teacher's behavior, but the lower intelligent group imagined nothing even with the behavior. This latter tendency would seem to be greater in the younger grades, and would disappear when one matures.

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