Nonverbal Communication Responsiveness - Assignment Example

Nonverbal Communication Responsiveness: Application Assignment I. Introduction A. Scope of Study The article covers a quantitative research work directed towards determining the relationship between variables observed within student and teachers population in a learning institution. In the text, the main variable throughout the study focus on the perceived non verbal responses of students in a classroom setting. On the other hand, the research examines on the variables of teacher’s level of communication apprehension, nonverbal immediacy and nonverbal confirmation. Objective examination of the mentioned variables seeks to establish a relationship between the factors influencing teacher-student communication within a learning environment. The research article subscribes to the fact that student nonverbal responses are a desirable behavior among teachers in a college context (Malachowski and Martin 142). It acknowledges that all students will not engage in constructive communication through verbal means. In this regard, there is a need to understand how teachers can effectively use nonverbal communication in sourcing desired information from students. B. Theoretical Background Numerous studies suggest that students’ nonverbal responses influence a teacher’s degree of self-efficacy and job satisfaction. In addition, students respond differently to classroom instructions based on their perception on the instructing teacher (Malachowski and Martin 143). In this context, it is inherent to acknowledge the element of nonverbal immediacy depicted by a teacher within a class room. Previous studies show that nonverbal immediacy influences students’ willingness to comply with a teacher’s instructions. On the other hand, the aspect of communication apprehension affects effectiveness of communication between teachers and students in college classrooms. High levels of Communication Apprehension, which involves an exaggerated sense of fear and anxiety, act as a negative influence on a teacher’s communications. Subsequently, students experiences discomfort and dissatisfaction whenever their teacher elicits substantial degrees of communication apprehension (Malachowski and Martin 143). Thorough evaluation of these variables within teacher population suggests existence of a relationship between them and the students’ nonverbal responses. In this regard, it is worth establishing an objective and reliable relationship between the variables mentioned above. Therefore, this research article provides a detailed analysis on the quantitative nature of relevant variables within a learning setting. II. Description of Research Results a) Nonverbal Immediacy The entire study inclines towards hypothesis containing paired variables regarding teacher’s perception on students’ nonverbal responses, and their individual patterns in nonverbal communication. On the aspect of nonverbal immediacy, results depict a positive relationship between instructor’s perception on nonverbal immediacy and their perception on students’ nonverbal responsiveness. Quantitative analysis of the variables yields a Pearson correlation coefficient of 0.56 (Malachowski and Martin 146). Theoretical knowledge ascertains that nonverbal immediacy influences the physical and psychological distance between communicating parties. In learning, instructors displaying minimum physical and emotional contact with their students receive more and objective attention compared to those eliciting behavioral arousal and attention among students. b) Confirmation Behaviors The second hypothesis relates the variable of confirming behaviors and the instructor’s perception on students’ nonverbal responses. Quantitative analysis yields a Pearson coefficient of 0.33, which suggests existence of a positive relationship between the two variables. Confirmation behaviors refer to instructor’s perception on students’ perception concerning their resourcefulness, significance and acknowledgement within a classroom. The relation coefficient shows that instructors with a high level of expert and reward authority have a corresponding level of perception on students’ nonverbal responsive behavior. This relationship affirms that students depict positive level of satisfaction and understanding when instructors use conforming behaviors in their teaching practices (Malachowski and Martin 147). c) Caring Behaviors The other aspect on an instructor’s caring behaviors yielded a positive correlation coefficient of 0.48. This means that there is a significant positive relationship between utilization of caring behaviors and students’ nonverbal responses in classrooms. In this context, caring behavior refers to the instructor’s level of involvement in addressing the students’ welfare needs. Instructors with a substantial level of caring attitude tend to be more assertive and responsive in their duties. Consequently, students give positive nonverbal communication through teachers’ evaluation forms (Malachowski and Martin 143). This shows that the degree of care and responsiveness in students’ affairs translates to a corresponding degree of students’ nonverbal responses in learning settings. d) Communication Apprehension On the contrary, there is a negative relationship between the variables of communication apprehension and the instructor’s perception on student nonverbal communication. Quantitative analysis of the two variables yields a Pearson correlation coefficient of - 0.24. This negative value indicates that there is a significant negative relationship between the variables. In a classroom context, Communication Apprehension refers to anxiety or fear of participating in a communication setting. Results analysis shows that instructors with low levels of Communication Apprehension receives more nonverbal responses from students that those with high traits of CA. This indicates that low level of Communication Apprehension among teachers proves effective in eliciting student nonverbal responsiveness (Malachowski and Martin 148). III. Example of Interpersonal Relationships i. Specific Interpersonal Relationship One interpersonal relationship that illustrates elements contained in the article is classroom presentation of learning information. In many occasions as a student, I encounter various instances which require public presentation of knowledge resources involving my academic field. In these classroom presentations, I am responsible for teaching fellow students about concepts in class. The success of such presentation exercises depends on my ability to effectively communicate my points to the students’ audience. In my preparations, I usually wish to ensure acquisition of the students’ attention throughout my presentations. In addition, I always strive to acquire the requisite nonverbal communications from the audience. These nonverbal communications, which may include sitting postures and facial expressions, enables me to understand the level of interest and attitude prevailing within my audience (Malachowski and Martin 148). One of my positive the aspect of communication in these classroom presentations is portrayal of a caring behavior. In an event where I perceive discomfort and misunderstanding among my audience, I usually strive to clarify my ideas by applying real life examples on a given concept. In this regard, I strive to be as responsive as possible to my audience. In addition, I strive to maintain a health physical and emotional distance with my audience. I usually avoid smiling during presentations. This serves to maintain the required psychological barrier; hence eliciting students’ nonverbal responsiveness. ii. Communication Problems Despite effective utilization of caring behavior and nonverbal immediacy, I still encounter problems with the issue of communication apprehension. I experience a substantial degree of anxiety whenever I am supposed to give a public presentation. Consequently, the high CA affects the student’ perception and satisfaction during the exercise. I have noticed in specific occasions that my high level of anxiety during communication hinders objective acquisition of students’ nonverbal responses. This usually happens when students fails to display any notable nonverbal responses because of my anxiety. In one instance, I realized that I could not usually maintain a consistent eye contact with my audience throughout the presentation. As a result, I had a high probability of missing out some nonverbal responses elicited by the presentation. This usually hinders effective interpersonal communication during my academic responsibilities as a student. IV. Application to my Interpersonal Relationship a. Relationship of article’s Information to my Interpersonal Relationship As a student, I encounter numerous situations which demand my attention as a central speaker in group discussions. Information contained in the research article enables me to acknowledge the fact that public presenters usually experiences varied levels of problems in their exercise. This serves as a starting point of acquiring a considerable knowledge on self-concept. The articles’ introduction extrapolates on the benefits of nonverbal responses during learning activities. In addition, it develops and insight concerning the relationship between instructors’ behaviors and students’ responses (Malachowski and Martin 143). This instance facilitates my understanding on how the numerous variables influence communication in learning activities. In addition, quantitative results analysis and discussion develops a comprehensive insight on the subject variables. This enables me to categorically identify the level of influence exerted by a given variable in influencing teacher-student communication. b. How and Why it applies to my Relationships The information contained in the article applies directly to my relationship with public communications as a student. The article emphasizes on the aspect of communication apprehension, which affects my physical and psychological composure during interpersonal relationships. In my interpersonal life, the high level of communication apprehension results in a negative evaluation from the target audience. On the other hand, the positive aspects of nonverbal immediacy and caring behaviors feature in the article. The authors develop a detailed analysis of the relationship between variables under investigation. As a result, I learn how to enhance my communication skills by capitalizing on my strengths regarding nonverbal immediacy. In this case, I will always use these positive communication behaviors to my advantage in interpersonal relationships, especially classroom or group presentations. c. How it Helps to Improve my Problems Apart from pointing out my strengths, the article’s information provides a framework through which one an instructor can improve his or her communication skills. Based on the result analysis and discussion, the researchers obtained a negative relationship between communication apprehension and the perceived students’ nonverbal responsiveness. In order to achieve the desired success in communication, one should ensure display of the lowest possible anxiety and fear in presenting his or her ideas. In my case, I have acknowledged the hindrance caused by anxiety in interpersonal relationships. Therefore, I can counter the effects my taking into consideration the counteractive mechanisms proposed within the article. One such mechanism involves a practical method aimed at reducing Communication Apprehension through regular visualizations and systematic desensitization during interpersonal communications (Malachowski and Martin 149). In addition, the information suggests a necessity to focus on acquiring the audiences’ nonverbal responses during communication through any available means. In this regard, I can enhance my classroom communications by adopting visualizations techniques aimed a noticing student facial expression and other body movements in presentation exercises. V. Any other Beneficial Relationship Apart from utilization in classroom presentations, I can apply the same information in developing my social relationships. One such area that can benefit from the techniques includes my love relationship. Like any other social relationships, love life requires effective communications between the involved partners. In this case, I can utilize the aspect of caring behavior in relating to my partner. This will ensure that I display responsiveness and attention whenever I am required to do so. On the other hand, I will strive to minimize the effect of anxiety during my communications. I will employ any available means to obtain the slightest nonverbal communications from my partner. In this case, I can pay attention to noticing facial expressions during my communication. Therefore, the articles’ information of nonverbal responsiveness will enable me to maintain a satisfactory relationship by being effective in my communication skills. Work Cited Malachowski, Colleen and Martin Matthew. Behaviors, Communication Apprehension and Student Nonverbal Responsiveness in the Classroom. Journal of Communication Research Reports 28. 2. (2011): pp 141-150. Print. Read More