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İnsan çevresiyle sürekli iletişim halindedir. Düşüncelere dil eşlik ederken, duyguları sözsüz iletişim açığa çıkarır. Yüz ifadeleri, ses tonu, el ve kol hareketleri, jest ve mimikler, başın hareketi, beden duruşu, dokunma, bakış sözel olmayan iletişimin en sık kullanılan ve anlam ifade eden kanallarıdır. İletişimde söylenenler kadar söylenmeyenler de çok önemlidir. Çalışmanın problemini; eğitim ortamında öğretmenlerin beden dili ne tür mesajlar vermektedir? sorusu oluşturmaktadır. Beden dilini etkin kullanabilen öğretmen, alıcı konumunda olan öğrencilere mesaj iletmede daha başarılıdır. Öğretmenin duruşu, sessizliği, jest ve mimikleri, bakışı, sınıf alanını kullanması, sesinin tonu, giyimi, öğrencilerle olan mesafesi öğrenim sürecinde ulaşılmak istenen hedefi kolaylaştıran faktörlerdir. Öğrenme-öğretme sürecinde beden dilini etkin şekilde kullanma, bir yandan verimliliği artırmakta, diğer yandan da öğrenciye beden dilini çözümleme imkânı vermekte, mesajları güçlendirmektedir. Çalışma nitel olup literatür tarama modelinden yararlanılmıştır. Çalışmanın amacı; eğitim-öğretim ortamlarında görev alan öğretmenlerin beden dilini önemsemeye ve onu daha doğru ve etkin kullanmaları gerekliliğine dikkat çekmektir.
People are constantly in contact with their surroundings. While the language accompanies thoughts, the emotions reveal the verbally communicated. Hundred expressions, sound tone, hands and arms movements, gestures and mimics, head movement, body position, touch, look are the most commonly used and meaningful channels of nonverbal communication. Those that are not as important as what is said in communication. What kind of language teachers teach in the educational environment? It creates the question. A teacher who can use the body language effectively is more successful in sending messages to students who are in the receiver position. The teacher's position, silence, gestures and mimics, the look, the use of the classroom area, the tone of the voice, the clothing, the distance with the students are the factors that facilitate the desired goal to be achieved in the learning process. Effective use of the body language in the learning-learning process, on the one hand, increases the efficiency, on the other hand, gives the student the ability to analyze the body language, strengthens the messages. It has been used as a literary model. The purpose of the study is to draw attention to the need for teachers engaged in the educational and educational environments to pay attention to the body language and to use it more accurately and effectively.
Human beings are in constant communication with their environment. While language accompanies thoughts, non-verbal communication reveals emotions. Non-verbal communication is the type of communication that people use intentionally or unintentionally without using words. Facial expressions, tone of voice, hand and arm movements, gestures and facial expressions, head movement, body posture, touch, gaze are the most commonly used and meaningful channels of nonverbal communication. What is said in communication is as important as what is not said. The problem of the study is the question ˝What kind of messages does body language give during the non-verbal communication of teachers in educational environment? The teacher, who can use body language effectively, is more successful in conveying messages to the students who are in receiving position. Teacher's posture, silence, gestures and facial expressions, look, use of classroom space, tone of voice, clothing, distance to students are the factors that facilitate the goal to be achieved in the learning process. Using body language effectively in the learning-teaching process increases productivity on the one hand, on the other hand gives students the opportunity to analyze body language and reinforces the messages. The study is qualitative and literature survey model will be utilized. The aim of the study is to draw teachers' attention to the importance of body language and the need to use it more accurately and effectively in learning-teaching environments.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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