Space, Body Behavior, and Teaching Methodology: Understanding the Social and Educational Needs of Deaf Students

• In Event: Roundtable Session 14
  In Roundtable Session: Supporting Students: The Significance of Relationships, Behaviors, Language, and Abilities for Student Learning

Abstract

Our bodies are used as a visual palette for conveying language. Mauss (1935) explains that our bodies have been influenced by many socio-cultural factors, such as our gender, social status, jobs, and cultures. This study analyzes how the body language of educators can influence the classroom environment. How educators approach classroom situations can have an impact on children’s comfort level, influencing how they learn. When teaching deaf and hard of hearing children, teachers need to consider body language because these students are constantly visually accessing their environment, and many interactions depend largely on body language to assist with communication and information gathering. Teachers’ body language and how they approach teaching in general can have an indirect impact on students’ learning.

Authors

• Catherine Ann O'Brien, Gallaudet University

• Patrick J Graham, Western Oregon University