La communication non-verbale : un outil pour gérer les perturbations dans la classe ?

Abstract : The purpose of this communication is to bring a reflection on the non-verbal aspects of practices to ensure the conduct of the class, especially in the management of disturbances. Research support for this communication arose from the following problem: the difficulty of training teachers on the non-verbal aspects of their daily professional practice when it seems to be crucial in a profession largely based on communication. From an original double theoretical approach: the course of action (Theureau, 1992) and the study of non-verbal communication (Barrier, 1999 Descamps, 1989; Moulin, 2004), the research was to to analyze the linkages between what was experienced by the teacher and what he could give to see. The study participants were filmed during their practice then asked about their feelings at the end of the footage. Two tools were used to analyze the data: a cut visible actions in the video (postures, positions in the class space, gestures, looks, orientations), an analysis of readings during action. The articulation of these two collections of data shows a correspondence between the feelings expressed and observable nonverbal communication. The results attest felt quite similar in novice teachers as experts but action phases organized differently depending on experience. These elements allow to consider training in good nonverbal practices, not as a sum of elements, advice but as a system of relations between feelings and actions in progress. Therefore, it is no longer an adviser or ex-situ form but to support professional development based on a real reflection between the felt in the classroom and bodily practices implemented over students.
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Peggy Cadiere. La communication non-verbale : un outil pour gérer les perturbations dans la classe ? . violences à l'école, 2012. ⟨hal-01325497⟩

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