The Classroom X-Factor: The Power of Body Language and Non-verbal Communication in Teaching

"The X-Factor TV programme has gripped the public's imagination and attention, But what is this X-Factor? What magic does one contestant have over another? This book considers this question in terms of teachers. Why is it that some teachers have a kind of magical charisma and charm, an aura which sets them apart? They have the X- Factor. This book will show that this "magic" can be found in nonverbal communication. It will provide a broad and structured analysis of the various forms of teacher nonverbal communication (eg gesture / facial expression / body language etc) and will underpin these analyses with concrete and specific classroom and curricular examples. The Classroom X Factor draws on much of the recent research on nonverbal communication from fields such as psychology and cognitive science and shows how both student and practicing teachers can develop their own "X-Factor" and in so doing increase their enjoyment and efficacy as professionals. The authors reflect upon their wide experience in the field of teacher formative development and ongoing work in classrooms to identify numerous practical and specific examples to help transform teachers' perspectives and perceptions of themselves in the "live act" of teaching. Areas covered include: Typesof non-verbal communication,Use of space and physical arrangement of the classroom, Non-verbal communication and differentiated teaching, Learning and pupil motivation, Non-verbal communication and pedagogical approaches, Expression of emotion. The book will also provide a "user-friendly" self-evaluation framework for use by both practicing and trainee teachers. It will offer a detailed outline of how, when and where nonverbal communication can be of value to teaching and learning and will be of considerable use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers' efficacy in the classroom"-- Provided by publisher.

John White (Ed. D) is a primary school inspector for the Department of Education and Skills in Ireland. Prior to this, he worked as a primary teacher, head teacher and lecturer. He has also been involved in research on school leadership, classroom nonverbal communication and teaching skills.

John Gardner is a Professor of Education in the School of Education at Queen’s University, Belfast. He is President of the British Educational Research Association, and was a founding member of the Universities' Council for the Education of Teachers – Northern Ireland (UCET-NI).