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Body Lang Reprinted from Saturday Re- rooms. view of Education. Eye Conth Several years ago a psychology will avoic professor at Stanford was teaching teacher a a graduate course in Skinnerian r-iay act v theory. His students secretly decid- ar ranging ed to try behavior modification on dropping thq professor himself. They wanted is saying him to lecture as if he were Napole- k now the on Bonaparte. be called Whenever his right hand came that the c near his torso, the students would open. An lean forward, open their eyes wide, ever seen and start tak ing notes. Whenever he slumped or slurred or gestured with the right hand, they would look a way, feign boredom, and talk to each other. By the end of the semester, the professor was unknowingly lec turing in short, crisp sentences, standing stern and rigid, with his right hand inserted into his shirt ov er his stomach. Body language is always present in the classroom, although not usu ally as an intentional device of the students. Yet most teachers are in sensitive to facial or body cues in side their own classrooms. A study conducted by Nathan Maccoby at Sanford found that experienced teachers were little better than no vices in judging whether children had understood their lessons. Using hidden cameras, Maccoby filmed student behavior as thet, teachers conducted regular classes. Teachers were then shown the film and asked to predict how their stu dents would fare in an objective test on the lesson's contents. Teachers were no better than other period wil observers at perceiving nonverbal all? Gallo cues (amount of blinking, raising of chers wh< eyebrows, hands on the face, etc.). ward the "Educators," says Dr. Charles test bettei Galloway, a leading authority on their hant body language in the classroom, movemen "are multi-sensory organisms who specific th only occasionally talk." Yet, he People mo points out, little attention is paid hands on there nonverbal behavior. In a nor- talking w mal, nonprofessional conversation, than with the total message communicated is f o I d i n g estimated at 55 per cent facial, 38 disappro per cent vocal, but only 7 per cent Nodding. verbal. Here are some typical non- fir mativel verbal cues found in most class- courage th New Film S USC and South Carolina will be House filr the first recipients in the Southeast dents. Th of a filrn series from the American communi1 F ilm Institute (AFI). ty." "We hope to have this program going in Nowember,"Dr. Winton, U- T he fir niversity Film Studies Committee around th chairman. "F irst we have to con- past, Dr. V ver t the aud itoriumn in the new Bus- "But tU iness Administration building to films avail handle 35 mmr film. Currently it is makes arr equippedI to handle only 16 mm. E coun tries yen the AFI has doubts whether contemptr) they will be ready by November. could get But if they aren't we, (the Univer- Dr. Wii sity) may prodIuce a series of our the progre town for the public." r ol ina A~ Dr. Winton said the series will be thoughti open'to the public as well as USC ou he re< $tudents. "There's not much for to Dr. .lr the person in Columbia with a seri cos of th Ous film interest. Even the Russel BA ren ruage cL Sometimes a student eye contact when the ks him a question. He ry busy taking notes, re his books and papers, pencil. Nonverbally he o the teacher, "I don't answer; I don't want to >n." Eye contact signals immunication channel is z Extending. Have you a professor lecture all iout moving his hands at vay has shown that tea extend their arms to :lass have students who than teachers who keep s in their pockets. Arm can also communicate ngs. e often stand with their ueir hips when they are th people they dislike those they like. Arm is known to show 'al and defensiveness. Teachers who nod af s to their students en ca ao comundiore se often nly wth tei yei ips whe they ariei th eoles thley centered thoe atessie. ofrth isnton sai.oudn erli a wdefeserm o Tangeens wih foreign fto shtheir tudt end mtorarypfilmsmhre andw slar optese olymstu so soud e as valrdble n wtuh the Suthvers seso il dvacntaere as grAt tres seing the intongraid. Includingth /to isnhw thr oin nd In Class to respond better. Depending upor individual teacher, grade level, anc class size, the optimum number o1 nods is usually one every 30 sec onds. However, if the teacher cons ciously adopts the 30-second pat tern, the kids pick it up, and it be comes inef fect ive. Hand Raising. I r volunteering classroom informa tion, a clever student knows how tc make his raised arm look'tired, as ij he's been waiting interminably tc be called on. He also knows how tc raise his hand tentatively, as if hE does not want to be called on. 11 seems that the hand-raising tech nique is not innate; students learr all these subleties by around the fourth grade. Territory. Teachers stand; studentv sit. The teacher puts himself at thE buffer zone between himself anc the first line of students. StandinC higher and higher and removinc himself from the masses, the teac her nonverbally insists on his super iority in the classroom. "In thE past,-" Galloway points out "teachers moved around theii desks as if they were isles of securi ty. They rarely ventured into thE territories of student residence un less they wished to check or moni tor seatwork. To move forward oi away from students signifies rel ationships. Distance establishes thE statusof interaction." A professional educator, then needs to move about the class. room, make repeated eye contac1 with his students, extend his arms nod, smile, and encourage nonver bal responses from his students. A recent study made use o1 time-lapse photographs of a higt school social studies class. The pho tographs candidly revealed change in the students' posture as the clas, progressed. As the teacher dronec on and boredom set in, student, slumped lower and lower in their seats. At the final bell, some stu dents could hardly be seen abovE their desk tops, but the teacher wa! oblivious to what was happening before him. It is essential not onlV that an educ'ator be understood bul also that he understand how he i being understood. :mned projectors and screens, Dr. Jone: gave the go-ahead. Although a "nominal sum wil be charged for admission," Dr Winton said, the University hope: that the community will take ad vantage of the opportunity to see different styles of films than are us ually available in Columbia thea tres. "We see this as an at'tempt tc built up interest in films," Dr. Win ton said. "Although we will only~ have the film one day, we plan tc have two nightly showings, and ii demand calls for it, we will shovt the film as many times as the peo pIe come to see it." Columbia will also be sharmgc these films with Greenville and Charleston. Mitzi Vivaldi. Frodo St With Nei BY MITZI VIVALDI Dear Mitzi, I don't want any stuff, I'm seri ous. I recently bought my girl friend-fiance(?)--a $400 engage ment ring. In return for wearing it, she insists that I wear a wedding band to show that I'm engaged to her. I say she's full of bull. Should I wear her ring? Frodo. Dear Frodo, No need to wear her ring right now. You'll have one in your nose soon enough. Mitzi. Dear Mitzi, My mother insists on coming N and cooking for me every weekend. However, I have been living with a friend, and it is necessary to move all her clothes out of the house be cause of my mother insists on r cleaning the house every time she t comes. One of them has got to go- ( Grant A Highes A record $7.5 million in grants for research, education and train ing, construction, equipment and development has been received by USC for the fiscal year 1972-73. This represents a 35 percent in crease over the same period, 1971-72, according to Dr. A. Riley Macon, assistant vice provost for research. Significant this year for the Uni versity, said Dr. Macon, was the in crease in funds received from pri vate foundations, industries and businesses. They provided $9 18,577 or 58 percent more than during the last fiscal year. Federal f und s to USC were $3,375,048 pl us an add i tional $2,330,761 from the U.S. Public Health Service for construction of the new nursing building. Monies received for research in creased 35 per cent to $2.2 million - SALE 1/2 PRIC E INNER CITY QLA DRAGS .2016 GREEN STREET (AT FIVE POINTS) II Here wv Ring -either my mother or my room mate. Which one? Loved by Two Dear LBT, Each woman can do one thing :>etter than the other can. Your de ,ision is to either eat or be eaten. Mitzi. )ear Mitzi Vivaldi, Six months ago, my boyfriend ,tarted beating me. At first I hated t, but now renjoy it. What should I 1o? Hurts so good. )ear Hurts, Y o u d idn't say whether you vere male or female. Mitzi. ONFIDENTIAL TO HRH, I like your choice of music, and ight now you're singing like a bird, >ut shouldn't you choose your omposers a little more carefully? mount t Ever ind grants to the University for de felopmental programs rose 357 per ent to $709,407. John Ferm, professor in the De )artment.of Geology, received the argest single research grant, 0122,642 from the U.S. Bureau of A ines for a two year study to deter nine causes of coal mine roof - ave-ins: The General Assistance Center,4 ormerly the Center for Integrated Education, was the recipient of the argest educational and training Irant, $286,735. The monies will inance consultant services, insti utes and workshops throughout he state for teachers and adminis rators on unitary school system ~urricula and planning. .Easy To Open Gamecock Charge Account *100 (Limit) BRITTON'E