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For reflection:
• Teachers can record 10 minutes of their teaching and, together with a colleague,
identify the technical aspects of the voice mentioned above (speed, volume,
pitch, melody, accents, pauses, and articulation). What adjustments would
benefit the learning situation?
• Teachers can also film themselves during a lesson and together reflect upon
what leakage was detected in the films.

Conclusion
This article has highlighted some successful strategies with an emphasis on
classroom management and nonverbal communication. Applying these strategies
will strengthen the teacher’s leadership and result in high-quality teaching and good
educational outcomes.
In the social context of a classroom, withitness is a significant tool of a successful
teacher and, together with rules and routines, makes up the central part of good
classroom management. Teaching is an interpersonal profession, and therefore
it is important for a teacher to build authentic, trustworthy relationships through
genuine communication, verbal as well as nonverbal. It is necessary that there be
a congruence between verbal and nonverbal communication and crucial that the
communication be professional. The teacher’s nonverbal communication needs
to be in line with the teacher’s personal style to be authentic. A student teacher
can study theories, acquire practical experience, and receive guidance to learn and
develop good leadership skills. For experienced teachers, it is essential—together
with colleagues—to analyze, discuss, and improve these skills continuously to
develop teaching and maintain good leadership.
A good teacher is a professional and confident leader who creates an effective
learning environment where students can reach their highest potential. Therefore,
acquiring and advancing one’s leadership is as important for student teachers as it is
for experienced teachers.

References
Aspelin, J. (2012). How do relationships influence student achievement? Understanding student
performance from a general, social psychological standpoint. International Studies in
Sociology of Education, 22(1), 41–56.

Aspelin, J. (2018). Lärares relationskompetens. Vad är det? Hur kan den utvecklas? [Teachers’
relational competence. What is it? How can it be developed?]. Liber.
Backlund, B. (2006). Inte bara ord [Not only words]. Studentlitteratur.

Babad, E. (2008). Nonverbal behavior in education. In J. A. Harrigan, R. Rosenthal, & K. R.
Scherer (Eds.), The new handbook of methods in nonverbal behavior research (pp.
283–311). Oxford University Press.
Babad, E., Bernieri, F., & Rosenthal, R. (1989). Nonverbal communication and leakage in the
behaviour of biased and unbiased teachers. Journal of Personality and Social Psychology,
56(1), 89–94.

Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world.
What teachers should learn and be able to do. Jossey-Bass.

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