USE OF NONVERBAL MEANS IN THE TEACHING PROCESS

If we follow an act of communication between pedagogue and student/master student, we will notice that the message, which is issued by one and received by the other, constitutes not only words, but also gestures, facial expressions, look, formulas of spatial placement of speakers. These elements, perceived by the interlocutors in the communication relations, are often more expressive than the verbal content. They have a direct effect and allow the ascertainment, at the moment, of the communication conditions (desire or unwillingness to favour the communication, the degree of formalization, the attitude towards the interlocutor, the emotional state of the partners etc.). Traditionally, pedagogues emphasize the verbal message and often underestimate the nonverbal means, either out of ignorance or out of prejudice that words constitute the consistency of content. This damages the didactic message and diminishes its formative influence.