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it is performed. In Illeris’ rather complex learning model (2017), he portrayed how
nonverbal communication is a part of the interaction dimension of learning.
Two major research fields within the area of nonverbal communication are
“teacher immediacy” and “teacher enthusiasm.” Both fields are, according to the
accumulated results, linked to better learning outcomes (Babad, 2008). They describe
a successful teacher as someone using good eye contact, vocal variety, gesturing,
facial expression, smiling, and moving around while lecturing.
Stina Öhman is an Most studies on nonverbal communication focus on one or two isolated
adjunct lecturer at the modalities. Gelang (2008), however, instead chose to study the overall nonverbal
Department of Education, communication—Actio—of lecturers in higher education. According to Gelang, one
Uppsala University,
Sweden. She is a former does not get a fair picture of the optimal nonverbal communication of a teacher by
opera singer with a Master only observing a single modality. One needs to consider the congruence between and
of Music degree in Opera among different nonverbal modalities, as well as the congruence between nonverbal
Theater and has been the and verbal communication. Gelang emphasized the qualities of the action—such as
CEO of a medical clinic. intensity, variation, speed, and timing—rather than the action itself.
In her work, she merges
leadership, nonverbal
communication, and Bridging Theory and Practice
rhetoric. She is a member Classroom management is a practical skill that is theoretically grounded (Darling-
of Phi Kappa Lambda Hammond, 2005). Theory and practical techniques, as well as experience, are all
Society. needed to help a teacher make conscious choices in complex situations.

stina.ohman@edu.uu.se
Classroom Rules and Routines
Classrooms are complex, dynamic social arenas, and being a teacher also means
being aware of what is going on in the classroom. “Withitness” is a competence of
a skilled teacher. While helping a student on one side of the classroom, a teacher
must also be aware of what is going on at the other side of the classroom. The
teacher needs to be aware if bullying is going on between students through ironic or
other small comments, as well as know if a student enters or leaves the classroom.
Withitness is more than seeing what is going on; it is also sensing what is going on
and being aware of a sudden change of mood and atmosphere in the classroom by
observing eyes, voices, and body language.
A lesson includes many unexpected things that a teacher needs to notice and
act upon, preferably even before they occur. Skilled teachers handle presumptive
disruptive elements smoothly and effectively without disturbing the classroom
activity, which helps not only the teacher to control the classroom but also the
students to focus. Subtle actions such as signals of bullying, rolling of eyes between
students, and more obvious disruptive activities such as students using cell phones or
preparing to leave the classroom without permission are other examples of disruptive
elements. Withitness, together with democratically formed classroom rules, will help
the teacher to act upon unwanted behavior and give the students a chance to apply
themselves before failing to act according to classroom guidelines, thus establishing
a partnership in learning between the teacher and the students. Such withitness is a
key factor to good educational outcomes (Aspelin, 2012).
High-quality teachers also set limits and boundaries and show consequences
of unwanted behavior when needed. The doctrine “in loco parentis” means that
teachers not only have responsibility for students when they are in school but
also that teachers, in a way, substitute for the parents. In Sweden, according to the
school law (Skollag/School Law [SFS 2010:800 chapter 1 §2]), teachers have the
responsibility not only to teach academic skills but also to foster the students into

8 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators