Communication Violence in Verbal Expression and Nonverbal Behavior of Preschool and Early Primary School Teachers During Teaching Process: An Observational Study
Pages 159-165

^{Panagiotis J. Stamatis}

DOI: https://doi.org/10.6000/1929-4409.2017.06.16

Published: 03 November 2017

Abstract: The teaching process is actually a communication one. It could be interesting or not, pleasant or woeful etc. depending mainly on the teacher’s attitude, his/her verbal expression and nonverbal behavior performed in the classroom. Especially, in children of preschool and early primary school ages, the words a teacher uses in an everyday chat or discussion with students during teaching, the tone of his/her voice and nonverbal behavior may create a positive or negative classroom climate which affects relationships among him/her and the students.

This study, based on observations of teachers’ communication behavior during teaching process, focuses on the way they choose to communicate with children and on their verbal expressions in regard to classroom climate conditions. Also, the study focuses on teachers’ nonverbal behaviors, which like nonverbal communication aspects, affect the relationships among classroom participants in school environment. Emphasis is given on teachers’ verbal expressions and nonverbal behaviors that may lead to communication violence and bullying because teachers are more than often behavioral patterns especially for preschoolers and very young elementary school children (pupils).

Keywords: Communication violence, kindergarten, primary school, teaching/instructional style.

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Greek Preschool Teachers' Perceptions about the Effective Strategies for Bullying Prevention in Preschool Age
Pages 172-177

^{Eleni Nikolaou and Georgios Markogiannakis}

DOI: https://doi.org/10.6000/1929-4409.2017.06.18

Published: 03 November 2017

Abstract: The aim of the present research is to explore preschool teachers' perceptions about the effective strategies for bullying prevention in preschool context. The sample of this research study was 164 preschool teachers from Greece. Data were collected by a questionnaire that was based on previous research. The findings show that teachers regard that classroom activities for diversity acceptance, the development of empathy, the cooperation between school and family, the implementation of socio-emotional learning programs in school context and teacher training, are among the most effective strategies. They also value the cooperation between school, family, and community services for bullying prevention as well as peer support and the creation of prevention activities and material such as videos. Research findings may be utilized for designing teacher training and professional development programs aiming at preventing school bullying at an early age.

Keywords: PreschoolTeacher Perceptions, School Bullying, Strategies, Prevention.

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Communication Styles of Primary School Teachers During Teaching
Pages 166-171

^{Eleni Stavropoulou and Panagiotis J. Stamatis}

DOI: https://doi.org/10.6000/1929-4409.2017.06.17

Published: 03 November 2017

Abstract: In international literature, teacher communication style (TCS) is defined as the teacher's ability to effectively communicate, verbally and nonverbally, with his/her students in order to improve their academic performance and manage their behavior. Surveys in educational environments show that each teacher may display a primary communication style during classroom teaching with recurring other styles of communication, which can change according to the audience and the situations he/she has to deal with. This combination of communication styles enables individuals not to feel confined to the way they communicate, but to become flexible and capable of choosing communication strategies according to the variety of situations they are faced with.

Within this framework, the present study deals with the phenomenon of human communication and focuses on the communication style of teachers. More specifically, the study explores the communication style of primary school teachers during teaching process, utilizing modern Greek and international typology and teachers’ communication strategies according to Jay Lemke and behaviors related to verbal and nonverbal immediacy during teaching. Those communication styles shaping the school climate and contribute in interpersonal relationship development among teachers, students and parents.

Keywords: Communication style, primary school, teaching, instruction, teacher.

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Detecting Non Verbal and Vocal Expressions of Bullying in Kindergarten
Pages 178-182

^{Afrodite Ntouka}

DOI: https://doi.org/10.6000/1929-4409.2017.06.19

Published: 03 November 2017

Abstract: The purpose of this paper is to examine the aggressiveness which is expressed by infants in kindergarten and is manifested as school bullying. More specifically, this paper is aiming in recording main bibliographic references of non verbal and vocal expression of preschoolers in anger situations and how those references are substantiated through surveys. Bibliography claims that school bullying does not occur unexpectedly, but instead there are apparent signs in behavior of preschoolers, that can be prevented before they occur.

Throughout this paper however, what is in parallel aimed is the recording of the reasons that positively contribute to the expression of aggressive behavior in preschoolers. In this way, knowing the reason of causing an attitude, it could become easier and more efficient to prevent and efface that attitude. Many researchers conclude that parents and teachers have to cooperate and constantly communicate each other in order to significantly help preschoolers who, appear (show) aggressive behavior, to change its (their) behavior for the rest of their lives. Conclusions like that are under a new review in present study.

Keywords: Bullying, aggressiveness, preschoolers, vocal, non verbal expression of anger.

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