This document describes a study that investigated misbehaved students' perceptions of non-verbal communication used in secondary school classrooms. The study utilized questionnaires to survey 30 misbehaved students about their perceptions of effective facial expressions and body movements for teachers to use. Results showed that maintaining eye contact and sitting beside students while teaching were the most effective non-verbal techniques perceived by misbehaved students. The study aimed to provide guidance for teachers on managing misbehavior through non-verbal communication.
21st Century Pedagogy: Teachers as Co-Learners & CSRE Approach- the Launching...DrAnsari MQ
Learner autonomy in the context of 21st century pedagogy needs to be redefined. Today’s learners are tech savvy and knowledge is at their fingertips. Teaching and learning profile has changed dramatically. This paradigm shift has narrowed its focus on learners and learning rather than on teachers and teaching; but it doesn’t reduce the role of teachers. On the contrary, teachers and teaching have tactfully withdrawn to peripheral roles letting the floor for learners to flourish.
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
Factors that Affects Language Learning StrategiesPN Ida Mohd Isa
The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
21st Century Pedagogy: Teachers as Co-Learners & CSRE Approach- the Launching...DrAnsari MQ
Learner autonomy in the context of 21st century pedagogy needs to be redefined. Today’s learners are tech savvy and knowledge is at their fingertips. Teaching and learning profile has changed dramatically. This paradigm shift has narrowed its focus on learners and learning rather than on teachers and teaching; but it doesn’t reduce the role of teachers. On the contrary, teachers and teaching have tactfully withdrawn to peripheral roles letting the floor for learners to flourish.
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
Factors that Affects Language Learning StrategiesPN Ida Mohd Isa
The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
ABSTRACT: How a teacher responds and communicates to a student often sets the tone, climate, and culture of a person’s educational journey for years to come. This does not just entirely deal with the interactions that take place between a teacher and student for a school term. People’s memories of experiencing a terrific or terrible educator are often etched into their minds. Quite simply, no one forgets a good or bad teacher. The power of hidden language has a lot to do with the type of rapport that will be established between teachers and students.Without it, poor communication, ineffective behavioral responses,and negative attitudes toward learners constantly manifest through the cannons of implicit or explicit language. A teacher’s mannerism, behavior, and expressions to learners convey whether or not the teacher cares for them. Most certainly, students pick up on such a “vibe” whenever an educator is in front of them and “doesn’t like them.” To reaffirm the establishment of an excellent learning environment while supporting the academic needs and excellence of students, patience, support, and love are necessary to build social capital between students and teachers. Student fallibilities should be seen as genuine human responses apart of a person’s learning curve whether than an innate genetic deficit or racial bias lens. Without improving the power of language in a classroom space, cafeteria, or building, negative behaviors between students and teachers will continue to interfere with the teaching and learning process.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The purpose of this study is to find out secondary school English language teachers' frequently used corrective feedback preferences, how often and why they use these certain corrective feedback styles in their classes. Qualitative research methods are employed and case study design is used in the research. 10 teachers and the classes they lecture are selected in the province of Tokat, Turkey and interviews, observations and written documents are conducted to collect data. The interviews‟ data are analyzed by using MAXQDA program. Frequencies of oral and written feedback are calculated in observations and written documents. Findings show that the students mostly make pronunciation errors and teachers correct the students‟ errors themselves. However, they think that peer correction and students‟ own corrections are more effective than correction by teacher. Observations show that teachers most frequently use recast and translation methods while correcting oral errors. As a strategy for providing written correction, they mostly use direct corrective feedback and make reformulation. This research shows that corrective feedback types and frequencies change according to teachers and also to the level of students
Efforts to Improve Students' Ability to Write Text in the Form of Procedures ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to
Improve Students' Ability to Write Text in the Form of Procedure
through the Make a Match Learning Model in Class IX.4 of SMP
Negeri 1 Batang Anai. This type of research is classroom action
research with research subjects being grade IX.4 students of SMP
Negeri 1 Batang Anai with a total of 32 students. This study consisted
of two cycles, where the first cycle was carried out at meetings 1 and
2 and the second cycle was carried out at meetings 3 and 4. Each cycle
consisted of four stages of research, namely planning, implementing
actions, observing and reflecting. To obtain research data three
instruments were used, namely observation sheets, field notes, and
test sheets, which were analyzed qualitatively using percentages.
Based on the results of the study showed that the learning activities
of class IX.4 students using the make a match learning model
increased from initial conditions, cycle I and cycle II
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...AJSERJournal
In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
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the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ speaking skills
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
IntroductionIt is not unusual for the teachers of students wit.docxmariuse18nolet
Introduction
It is not unusual for the teachers of students with emotional and behavioral disorders (EBD) to spend less time on academic instruction; consequently these students may not be engaged in academic activities as much as mainstream students. Knizter, Setinberg, and Fleisch (1990) describe this process as bleakness. Keeping current with research-based instructional procedures is a valuable tool to support and develop educators' skills in the design and delivery of effective lessons for students with EBD (Yell, Meadows, Drasgow, & Shriner (2009).
Teaching Reading
Theorists and researchers continue to argue the best approach for teaching reading. Should the approach be meaning-based, code-based, or a continuum of both approaches? Should the teaching of reading skills be based on general comprehension, an approach of phonics and grammatical rules, or a combination of the two? Recently, educators are focusing on a combination of phonics and whole words.
Initially, for the code-based or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of the sounds used to form words. Phonics is knowledge of the specific system of knowing what letters have which sounds in order to place them in the correct order to form the word.
When learning to read, children can learn the whole word by sight or learn to decode and encode with the use of phonics. Obviously they can use some of each approach, but in general a student will be strong in one approach and have to acquire more skills for the other approach. Students who show lower reading levels often lack the phonemic skills. According to Yell et al. (2009), the National Institute of Child Health and Human Development (NICHD) reported in 2000 that letter knowledge and phonemic awareness are the best predictors of how well a student will learn to read in the first two years of instruction. It should not be assumed that a student has received those skills simply because they are past those first two years of school. That being said, it would seem evident that a combination of the two approaches would be most successful.
The direct instruction (DI) model has shown to increase student achievement in reading (Gage & Berliner, (1998). For the DI approach, many teachers incorporate different strategies through specific objectives, curriculum, and sequence. Repeated readings and peer-assisted techniques show improvement in fluency, reading rates, and on-task behaviors. Mnemonics and acronyms are often introduced to help remember academic strategies.
Teaching Writing
There are two models which have been used to teach writing to students.
1. Product-based writing concentrates on the mechanics of writing and uses writing strands to progress. States may deconstruct the mechanics in the mandated standards. These types of writing tasks would be critiqued on spelling, grammar usage, capitalization, and punctuation.
2. Process-b.
Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 1
The Study on the Perceptions of Misbehaved Students towards Non-Verbal Communication
Used in the Classroom of a Secondary School
Nur Afiqah Bt Muslim
1014278
TEASL
INSTED
International Islamic University Malaysia
LE 4000
English for Academic Writing
Section 1
2. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 2
Abstract
Classroom management is very important in dealing with misbehaved students and teachers
are expected to take few actions in handling these misbehaviours and one of them is
classroom communication either verbal or non-verbal. This study was conducted to find out
the perceptions of misbehaved students towards non-verbal communication used in the
classroom of a secondary school. The sample comprised of 30 secondary school students from
Sekolah Menengah Kebangsaan Kota in Kelantan. The material used was questionnaire and it
was adapted based on reading (Avash Piya, 2007; Boose, Jaffe, Segal, & Smith, 2013;
Cacioppo, Hager, Ekman, & Petty, 1983; Cherry, 2013; Conway, n.d.; Galloway, 1972; Geng,
2011; Grant, 1972; Johnson, 1999; Muhammad Naem Butt & Muhammad Shafiq, 2013;
Omoteso and Semudara, 2011; Pickett, n.d.). Results revealed the most effective facial
expression and body movement perceived by misbehaved students to be used in the classroom
of a secondary school were maintaining eye contact and sitting beside them while teaching
which are consistent with Johnson (1999) where he stated that verbal and non-verbal
communication can be used by the teacher in managing misbehaved students in the
classroom. Hence, beside verbal communication teacher can also use non-verbal
communication in the classroom of a secondary school.
Keywords: perception of misbehaved students, non-verbal communication
3. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 3
The Perceptions of Misbehaved Students Towards Non-Verbal Communication in the
Classroom of a Secondary School
Teachers’ understandings on students’ behaviours are highly required nowadays
especially to the students in secondary schools. Students in this present day are engaging in
many characters and every of it has meaning. Usually, when students do certain behaviours,
they might want something from the teachers, for example attention. There are some students
who do not acquire proper language to speak out their problems to the teachers and as a result,
they speak through their behaviours. Therefore, communication is very important among
teacher and students in order to understand each other.
Misbehaved students referred to the students who do any activity in the classroom that
can cause interferences during the learning process. Unpreparedness for class, talking in class,
rudeness to teachers, fighting and cheating were some of the misbehaviour activities that can
interrupt the process of teaching and learning (Slavin, 2001; Hussain, 2005 as cited by
Omoteso & Semudara, 2011). These misbehaviours were caused by many factors such as
violence in media, broken families as well as drugs. Apart from that, school also gave greater
impact on these misbehaviours. Therefore, classroom management is very important in
dealing with this issue and teachers are expected to take few actions in handling these
misbehaviours and one of them is classroom communication.
As mentioned, classroom communication plays an important role in managing
misbehaved students. McCroskey, McCroskey and Richmond (2006) referred classroom
communication to “the process by which one person stimulates meaning in the mind of
another through verbal and/or nonverbal messages” (pp. 2-3). Based on this definition, non-
verbal communication is one of the communications that can be used by the teacher in the
4. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 4
classroom especially in managing misbehaved students. As suggested by Mehrabian and
Wienerfollowing (1967) that only 7percent of message is sent through words, with remaining
93percent sent nonverbal expressions (38percent happens through voice tone and 55percent
happens via general body language).
Perceptions of misbehaved students towards non-verbal communication give impacts
to the teacher in establishing classroom communication. Therefore, teacher should know their
students’ perception before using any communication. Oxford Advanced Learner’s Dictionary
(2006) defined perception as “the way you notice something, especially with the sense” (p.
1079). While, misbehaved students referred to the students who involved in any activity that
cause disturbance towards student’s own learning, other students’ learning as well as teacher’s
ability to teach well (Merrett & Wheldall, 1986 as cited in Carotenuto, 2011).
Non-verbal communication is one of the communications that can be used by the
teacher in managing misbehaved students. Thus, non-verbal communication referred to those
non-verbal stimuli in a communication setting that are generated by both the source and his
use of the environment which contain messages for the source or receiver (Samovar, Porter &
McDaniel, 2007 as cited in Yudarwati, n.d).
One theory that prompted research on how important is the non-verbal communication
in managing misbehaviour students was Ray Birdwhistell’s Theory on Kinesics. This theory
emphasized on body language which can help a person to tell his intention and interest. The
body language that he used can also describe his behaviours. Therefore, in the classroom
situation, teacher can used body language as non-verbal communication in managing
misbehaviour students by rolling his eyes for example. When students saw their teacher rolled
his eyes, they can understand that their teacher wanted them to behave and focus during the
lesson.
5. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 5
The literature has revealed that classroom communication was one of the classroom
managements which necessary in managing misbehaved students in the classroom during the
learning period. Therefore, in order to achieve effective communication, teacher and students
must be able to correctly send and receive message. Johnson (1999) claimed that verbal and
non-verbal communications can be used by the teachers in the classroom especially in
managing misbehaved students. He also added that even though these two types of
communication were mutually dependent, non-verbal communication was more effective in
managing misbehaved students because non-verbal behaviours were used to support or
modify verbal behaviours.
In a classroom, a teacher will have different students with different needs. According
to experts, there were five categories of students which are passive, aggressive, attention
problems, perfectionist and socially incompetent. Then, effective classroom managements
will treat different students with different strategies (Marzono & Marzoni, 2003 as cited by
Wilkinson, Meiers & Knight, 2008). One of the strategies that teacher can use to manage
misbehaved students was by applying non-verbal communication during the learning period.
Neill (1991) and Thibodeaux (1991) reported that non-verbal communication was
potentially important because some messages needed to be sent implicitly rather than
explicitly in order to avoid from embarrassing students. When messages were sent implicitly
by using non-verbal signals, students would feel that their teacher was trying to help them and
not to embarrass them. They would also feel that their teacher appreciated them so that, they
would not involve in any misbehaviour activities and stay focus during the learning period.
Geng (2011) stated that poor classroom communication between teacher and students
can lead students to engage in doing disruptive behaviours. Brophy (1996) as cited by Geng
(2011) then described that to reduce misbehaved students in the classroom, teacher should
6. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 6
develop strong relationship and have good communication with the students. So, in this issue,
teacher can use non-verbal communication with these misbehaved students such maintained
eye contact with them (Neill & Caswell, 1993). Besides developing strong relationship,
sustained eye contact indicated the level of interest towards each other. Thus, this allowed
students to feel the sense of belongings to the classroom and made them behaved well during
the lesson period. In brief, this meant that misbehaved students preferred teacher to use non-
verbal communication in the classroom in order for them to behave well.
In addition, Pease (1988) as cited in Muhammad Naeem Butt and Muhammad Shafiq
(2013) mentioned that body movement was very important because it worked as punctuation
marks in communication. Every movement that teacher made will give impact on students’
understanding. Thus, teacher needed to use correct body movements in order to give positive
influences to the students. When misbehaved students saw their teacher acted in positive
ways, they also wanted to act in positive ways. At the end, misbehaviour activities can be
reduced and students would be more focus during the lesson.
Misbehaved students tend to lose focus easily especially on the first lesson. Hence,
teacher should use a wide range of facial expressions, body movements and intonation to
attract their attention (Neill & Caswell, 1993). Once teacher got their attention, teacher can
manage them easily and prevent them from doing misbehaviour activities. Apart from that,
these non-verbal stimuli can also increase their motivation to learn as they saw their teacher
was very enthusiastic in teaching. In short, non-verbal communication can be used by the
teacher in managing misbehaved students during the learning process.
Many researches have mentioned about the perceptions of misbehaved students
towards non-verbal communication used in the classroom, but there was little empirical study
on the perceptions of misbehaved students towards non-verbal communication used in the
7. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 7
classroom of a secondary school.
Therefore, the purpose of this study was to investigate the perceptions of misbehaved
students towards non-verbal communication used in the classroom of a secondary school.
The questions that the researcher seeks to answer are as follows:
1. What is the most effective facial expression perceived by misbehaved students to be
used in a classroom of a secondary school?
2. What is the most effective body movement perceived by misbehaved students to be
used in a classroom of a secondary school?
Method
Respondents of the Study
For this study, 30 secondary school students from Sekolah Menengah Kebangsaan
Kota, Kelantan were chosen to answer the questionnaires. Spending a month with these
respondents during the internship allowed a researcher to choose them as the respondents.
These respondents consisted of 14 male students and 16 female students in which 16 of them
were form 1 and 14 of them were form 4. The questionnaires were attached in the Facebook’s
message and send to these 30 respondents. It took few days to get all the questionnaires back.
Materials/ Research Instruments
The research utilized quantitative research methodology. The material used for this
study was questionnaire. The items used in the questionnaires were adapted based on reading
from journals, articles and web pages that were related to this research (Avash Piya, 2007;
8. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 8
Boose, Jaffe, Segal, & Smith, 2013; Cacioppo, Hager, Ekman, & Petty, 1983; Cherry, 2013;
Conway, n.d.; Galloway, 1972; Geng, 2011; Grant, 1972; Johnson, 1999; Muhammad Naem
Butt & Muhammad Shafiq, 2013; Omoteso and Semudara, 2011; Pickett, n.d.). There are
three parts in the questionnaire which were Section A, Section B and Section C.
Section A was about demographic background. Respondents’ personal details like gender,
form and email were asked in this section. While for Section B, the items that were asked to
the respondents were going to answer first research question (What is the most effective facial
expression perceived by misbehaved students to be used in a classroom of a secondary
school?) In this section, it required the respondents to rate the level of agreement for each
item. The level of agreement was arranged as follows: 1 = (Strongly Agree) 2 = (Agree) 3 =
(Neutral) 4 = (Disagree) and 5 = (Strongly Disagree). This questionnaire contained 10 items
for this section and the items were:
1. Teacher maintains eye contact with misbehaved students. (Muhammad Naem Butt &
Muhammad Shafiq, 2013)
2. Teacher smiles towards misbehaved students. (Galloway, 1972)
3. Teacher grins when misbehaved students misbehave in the classroom. (Galloway,
1972)
4. Teacher forms wrinkles on his forehead while looking at misbehaved students.
(Cacioppo, Hager, Ekman, & Petty, 1983).
5. Teacher raises his eyebrows towards misbehaved students. (Avash Piya, 2007)
6. Teacher avoids eye contact with misbehaved students. (Pickett, n.d.)
7. Teacher rolls his eyes towards misbehaved students. (Omoteso & Semudara, 2011)
9. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 9
8. Teacher stares towards misbehaved students. (Cherry, 2013)
9. Teacher looks down as misbehaved students try to speak. (Cherry, 2013)
10. Teacher looks at misbehaved students and bites his lower lip. (Pickett, n.d.)
Section C was the third section in this questionnaire. The items used in this section
were going to answer second research question (What is the most effective body movement
perceived by misbehaved to be used in a classroom of a secondary school?). In this section,
respondents were also required to rate the level agreement for each item. The level of
agreement was arranged as follows: 1 = (Strongly Agree) 2 = (Agree) 3 = (Neutral) 4 =
(Disagree) and 5 = (Strongly Disagree). Section C contained 10 items and the items were:
1. Teacher makes "OK" sign with a thumb when misbehaved students give responses.
(Conway, n.d.)
2. Teacher sits beside the misbehaved students while teaching. (Conway, n.d.)
3. Teacher claps his hands several times loudly. (Pickett, n.d.)
4. Teacher nodes his head to the responses given by misbehaved students. (Grant, 1972)
5. Teacher puts his hand on the shoulder of misbehaved students. (Grant, 1972)
6. Teacher points to the door by means asking misbehaved students to go out from the
classroom. (Johnson, 1999)
7. Teacher turns around and ignores misbehaved students. (Geng, 2011)
8. Teacher shakes his head to the responses given by misbehaved students.
(Geng, 2011)
9. Teacher crosses his arms during teaching. (Cherry, 2013)
10. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
10
10. Teacher slaps misbehaved students on their cheeks. (Boose, Jaffe, Segal, & Smith,
2013)
Research Procedure
Before the actual data collection period, a pilot study was conducted to assess the
validity of the research instrument. The initial questionnaires were distributed to 10
respondents were chosen from English for Academic Writing subject.. The questionnaire was
then redesigned and changes were made accordingly.
During the actual study, the questionnaires were distributed to the 30 respondents
consisted of 14 secondary school male students and 16 secondary school female students. The
questionnaires were distributed by using social network which is Facebook due to the school
holiday at that period.
The process of distribution was helped by one of the respondents after her permission
was attained. She was shortly briefed on how to respond to questions regarding the survey.
Hence, it was expected that she could later explain them to other respondents. For section A,
respondents were required to shade which bullet that represented their genders, write down
their class/form as well as their emails. It was a compulsory for the respondents to write down
their form/ level of study but not their emails. Then, for Section B and C, they just need to
rate their level of agreement for each item.
When she received the questionnaire, she helped the researcher by forwarding the
questionnaires to the other 29 respondents. The researcher managed to get back all the thirty
answered questionnaires within few days.
Data Analysis
To analyse the data, both variables were taken into consideration namely facial
11. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
11
expression and body movement. Data were entered into computer using Excel. Results were
presented through bar graph in percentages form.
Results
The purpose of this study was to investigate the perception of misbehaved students
towards non-verbal communication used in the classroom of a secondary school. Therefore,
the researcher went out to seek what is the most effective facial expression and body
movement perceived by misbehaved students to be used in a classroom of a secondary school.
Thirty questionnaires were distributed to the 30 respondents and the results were
acquired from it. The data that was collected showed that the most effective facial expression
which is maintaining eye contact with the misbehaved students and body movement which is
sitting beside them are required by the teacher in managing misbehaved students in the
classroom of a secondary school.
First research question was to seek what is the most effective facial expression
perceived by misbehaved students to be used in a classroom of a secondary school. Therefore,
there were 10 items in Section B which being asked to the respondents. Figure 1 to 10 show
the result for each item in Section B.
Figure 1. Teacher maintains eye contacts with misbehaved students.
12. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
12
Figure 2. Teacher smiles towards misbehaved students
Figure 3. Teacher grins when misbehaved students misbehave in the classroom.
Figure 4. Teacher forms wrinkles on his forehead while looking at misbehaved students.
13. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
13
Figure 5. Teacher raises his eyebrows towards misbehaved students.
Figure 6. Teacher avoids eye contact with misbehaved students.
14. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
14
Figure 7. Teacher rolls his eyes towards misbehaved students.
Figure 8. Teacher stares towards misbehaved students.
Figure 9. Teacher looks down as misbehaved students try to speak.
15. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
15
Figure 10. Teacher looks at misbehaved students and bites his lower lip.
Figure 1 to 10 illustrate the results to the first research question. Based on the results,
the most effective facial expression perceived by misbehaved students to be used in the
classroom of a secondary school was maintaining eye contact with misbehaved students with
63 percent. This meant that a majority of the respondents strongly agreed that teacher should
maintain eye contact with misbehaved students in order to manage them well.
After maintaining eye contact with 63 percent, it was followed by staring towards
misbehaved students with 47 percent, smiling towards misbehaved students with 40percent,
forming wrinkles on teacher’s forehead with 33 percent, rolling eyes while looking to
misbehaved students with 23 percent, raising eye brows towards misbehaved students with 20
percent, biting lower lip while looking towards misbehaved students with 17 percent, grinning
towards misbehaved students 13 percent, avoiding eye contact with misbehaved students with
3 percent and there was no respondent strongly agreed that looking down as misbehaved
students try to speak as one of the facial expressions that can be used by the teacher in the
classroom of a secondary school.
Then, with the results given by the respondents, it clearly showed that maintaining
eye contact between teacher and misbehaved students was the most effective facial expression
that was used by the teacher in the classroom of a secondary school in order to manage them
well.
16. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
16
Whereas the second research question was to seek the information on what is the most
effective body movement perceived by misbehaved students to be used in the classroom of a
secondary school. Hence, 10 items in the Section C were going to answer this question.
Figure 11 to 20 show the result for each item in Section C.
Figure 11. Teacher makes “OK” sign with a thumb when misbehaved students give
responses.
Figure 12. Teacher sits beside misbehaved students while teaching.
17. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
17
Figure 13. Teacher claps his hands several times loudly.
Figure 14. Teacher nodes his head to the responses given by misbehaved students.
Figure 15. Teacher puts his hand on the shoulder of misbehaved students.
Figure 16. Teacher points to the door by means asking misbehaved students to go out from
the classroom.
18. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
18
Figure 17. Teacher turns around and ignores misbehaved students.
Figure 18. Teacher shakes his head to the responses given by misbehaved students.
Figure 19. Teacher crosses his arms during teaching.
Figure 20. Teacher slaps misbehaved students on their cheeks.
Figure 11 to 20 demonstrate the results for the second research question. Based on the
results, the most effective body movement perceived by misbehaved students to be used in the
classroom of a secondary school was sitting beside them while teaching with 60 percent. This
result means that, more than half of the respondents strongly agreed that teacher should sit
beside misbehaved students while teaching in order to manage them well during the learning
19. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
19
process.
After sitting beside misbehaved students with 60 percent, the results were followed by
making “OK” sign with a thumb with 57 percent, clapping hands several times loudly with 47
percent, nodding head to the misbehaved students’ responses with 40 percent, putting hands
on misbehaved students’ shoulder with 23 percent, pointing to the door by means asking
misbehaved students to go out from the classroom with 13 percent, turning around and
ignoring them with 7 percent, shaking head towards misbehaved students with 7 percent,
slapping on misbehaved students’ cheeks with 7 percent and there was no respondent who
strongly agreed that crossing arm while teaching is the one of the body movements that can be
used by the teacher in the classroom of a secondary school.
Hence, with the result given by the respondents, it was clearly showed that positive
body movement of sitting beside misbehaved students while teaching was the most effective
body movement.
Discussion
The aims of this study was to find out what is the most effective facial expression and
body movement as perceived by misbehaved students to be used in the classroom of a
secondary school. In this current study, the most effective facial expression perceived by
misbehaved students were maintaining eye contact, followed by staring, smiling, forming
wrinkles in teacher’s forehead, rolling the eyes, raising eye brows, biting lower lip, grinning
and avoiding eye contact.
While for the most effective body movement perceived by misbehaved students were
sitting beside them while teaching, followed by making “OK” sign with a thumb, clapping
hands, nodding, putting hand on their shoulders, pointing to the door by means asking
misbehaved students go out from the classroom, turning around and ignoring them, shaking
20. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
20
head and slapping on misbehaved students’ cheeks. Hence, this results of this current study
seemed to confirm the findings of a study conducted by Johnson (1999) who stated that
“verbal and non-verbal communication can be used by the teacher in managing misbehaved
students in the classroom” (p.396)
The previous study conducted by Marzono & Marzoni (2003) as cited by Wilkinson,
Meiers & Knight (2008) reported that in order to have effective classroom managements
teacher had to treat different students with different strategies. Thus, these findings suggest
that the teacher to use non-verbal communication such as facial expressions and body
movements especially maintaining eye contact and sitting beside them in managing and
controlling them. This is because, more than half of the respondents strongly agreed that these
two findings were the most effective non-verbal communication to be used in the classroom
of the secondary school.
The results showed the most effective facial expression as perceived by misbehaved
students to be used by the teacher in the classroom of a secondary school was maintaining eye
contact between teacher and misbehaved students. Therefore, this result agreed with Brophy
(1996) as cited by Geng (2011) and Neill & Caswell (1993) where they informed that teacher
can control misbehaved students during the learning period by using eye contact in order to
build strong relationship, have a good communication and develop the sense of belonging.
Last but not least, the results for this current study which stated the most effective
facial expression was maintaining eye contact and the most effective body movement was
sitting beside misbehaved students were consistent with Neill and Caswell (1993) where they
claimed that teacher should use a wide range of facial expressions, body movements and
intonation in managing misbehaved students since they tend to lose focus easily. Therefore,
based on these results, teacher can apply these positive non-verbal communications like
21. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
21
maintaining eye contact and sitting beside misbehaved students especially in managing
misbehaved students in the classroom of a secondary school.
In conclusion, this study has investigated the perceived non-verbal communication
favoured by misbehaved students in classroom. Returning to the research questions at the
beginning of this study, it is now possible to state that non-verbal communication was ideal to
be used in the classroom of a secondary school especially in managing problematic students.
One of the significant findings which emerges from this study is the most effective facial
expression perceived by the students in managing misbehaved students is maintaining eye
contact, followed by staring, smiling, forming wrinkles in teacher’s forehead, rolling the eyes,
raising eye brows, biting lower lip, grinning and avoiding eye contact. While for the most
effective body movement perceived by the students in managing misbehaved students is
sitting besides the them while teaching, followed by making “OK” sign with a thumb,
clapping hands, nodding, putting hand on their shoulders, pointing to the door by means
asking misbehaved students go out from the classroom, turning around and ignoring them,
shaking head and slapping on misbehaved students’ cheeks. Therefore, the findings of the
study suggest that teachers should ensure that they are familiar and prepared with positive
non-verbal communication prior to class in dealing with problematic students in the
classroom of the secondary schools. Even so, teacher cannot use negative non-verbal
communications towards students because these will give negative impacts to the students.
Research on the perceptions of misbehaved students towards non-verbal
communication can be continued in several directions. Firstly, future researcher could
investigate their perceptions towards other aspects of non-verbal communication such as,
touching, dress, posture as well as spatial distance. Then, the findings for these aspects are be
able to allow the readers to have more ideas about their perceptions towards the used of non-
22. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
22
verbal communication in the classroom. Secondly, future researcher could expand their
sample up to the students in the tertiary level. The results might be more reliable since they
are in the university level where most of them are highly intellectual. Last but not least, in
order to have more results in this area, future researcher could combine their methodologies
but, it will take more times. Hence, the future researcher has to plan his research properly.
However, these findings are only true for Sekolah Menengah Kebangsaan Kota,
Kelantan and cannot be generalized to other secondary school students in the same state or
nationwide. The same study needs to be conducted with students from other school to see if
there are any similarities with the factors that will influence teachers’ way of non-verbal
communication in managing misbehaved students in class.
The results from this study also outline some do’s and don’ts in using non-verbal
communication especially for facial expressions and body movements towards misbehaved
students. The do’s for facial expression that teacher can do towards misbehaved students are
teacher can maintain eye contact with them, stare towards them, smile towards them, rolls
eyes towards them and form wrinkles on his forehead to show to them. While for the don’ts
are, teacher should not avoid eye contact with them, look down as they try to speak, bite the
lower lip while looking at them, grin and raise eyebrows towards them.
Then, the do’s for body movement are teacher can sit beside them while teaching,
make “OK” sigh with a thumb as they give responses, clap his hands several times loudly,
node his head as to their responses and put his hand on their shoulders. Whereas for the don’ts
are teacher should not slap them, point to the door by means asking them to go out from the
classroom, shake his head to their responses, turn around and ignore them as well as cross his
arm while teaching.
In brief, classroom communication is very important in order to have effective
23. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
23
classroom management. Hence, teacher can choose either to use verbal or non-verbal
communication. But, there is a rule to use it. The rule is teacher can only use positive
communication with the students as producing positive generation with positive attitude is
very important.
24. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
24
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Appendix A
INTRODUCTION
The purpose of this questionnaire is to investigate the perceptions of misbehaved students
towards non-verbal communication used in the classroom of a secondary school. You have been
randomly selected as a respondent. Please respond to the items as honestly as possible. Your
responses will be used for academic purposes only and will be treated as confidential. Thank you
for your cooperation.
SECTION A : Please tell us about yourself
Gender : ⃝ Male ⃝ Female
Form :
Email :
Facial expressions used in managing misbehaviour students in secondary school
SECTION B : Please indicate your agreement
Level of Agreement
Strongly
Agree
Agree Neutral Disagree
Strongly
Disagree
1
Teacher maintains eye contact with
misbehaviour students.
1 2 3 4 5
2 Teacher smiles to misbehaviour students. 1 2 3 4 5
3
Teacher grins when misbehaviour students
misbehave in the classroom.
1 2 3 4 5
4
Teacher forms wrinkles on his forehead while
looking at misbehaviour students.
1 2 3 4 5
5
Teacher raises his eyebrows towards
misbehaviour students.
1 2 3 4 5
6
Teacher avoids eye contact with
misbehaviour students.
1 2 3 4 5
7
Teacher rolls his eyes towards misbehaviour
students.
1 2 3 4 5
8
Teacher stares towards misbehaviour
students.
1 2 3 4 5
28. Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
28
9
Teacher looks down as misbehaviour students
try to speak.
1 2 3 4 5
10
Teacher looks at misbehaviour students and
bites his lower lip.
1 2 3 4 5
Body movements used in managing misbehaviour students
SECTION C : Please indicate your agreement
Level of Agreement
Strongly
Agree
Agree Neutral Disagree
Strongly
Disagree
1
Teacher makes "OK" sign with a thumb when
misbehaviour students give responses.
1 2 3 4 5
2
Teacher sits beside the misbehaviour students
while teaching.
1 2 3 4 5
3 Teacher claps his hands several times loudly. 1 2 3 4 5
4
Teacher nodes his head to the responses
given by misbehaviour students.
1 2 3 4 5
5
Teacher puts his hand on the shoulder of
misbehaviour students.
1 2 3 4 5
6
Teacher points to the door by means asking
misbehaviour students to go out from the
classroom.
1 2 3 4 5
7
Teacher turns around and ignores
misbehaviour students.
1 2 3 4 5
8
Teacher shakes his head to the responses
given by misbehaviour students.
1 2 3 4 5
9 Teacher crosses his arms during teaching. 1 2 3 4 5
10
Teacher slaps misbehaviour students on their
cheeks.
1 2 3 4 5